Influencing Factors of Behavioral Intention Toward Online Teaching in Vocational Colleges in Nanchang, China
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Purpose: This study aims to understand the factors that influence vocational college teachers in Nanchang, China, to choose online teaching. The conceptual framework is derived from previous theories, suggesting connections between Attitude (AT), Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), Facilitating Conditions (FC), and Behavioral Intention (BI). Research design, data, and methodology: The study analyzed responses from 502 teachers at JiangXi College of Science and Technology. For reliability, a Cronbach's Alpha was employed in a pilot test with 30 participants. The Multiple Linear Regression (MLR) involved questionnaires that contributed to the development of the finalized action research plan. During the strategic plan arrangement, 30 teachers were selected through purposive sampling from the Ideological and Political Department and the School of Nursing at JVC to participate in the study. Results: This research revealed that attitude, performance expectancy, effort expectancy, social influence, and facilitating conditions impacted behavioral intention in the context of JiangXi, China. Conclusions: This study reveals that the primary need is for stability, followed by development factors and respect needs. Recently, China's online teaching environment has become more harmonious, despite the ongoing rise of epidemics. These external changes influence college teachers' online teaching practices.
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