Determinants of Teachers’ Behavioral Intention to Use a Learning Management System (LMS) in a Public University in Sichuan
Keywords:
Perceived Usefulness, Performance Expectancy, Effort Expectancy, Social Influence, Behavioral IntentionAbstract
Purpose: The study investigates the influence of five independent variables (Perceived Usefulness, Attitude, Performance Expectancy, Effort Expectancy, and Social Influence) on dependent variables (Behavioral Intention). In addition, this study also aimed to identify significant differences between the variables. Research design, data, and methodology: The research employed the Index of Item-Objective Congruence (IOC) for validity and a Cronbach's Alpha in a pilot test (n=30) for reliability. The multiple linear regression analyzed 60 valid responses from teachers of Sichuan University to verify the significant relationship between variables. Following this, 30 teachers underwent a 14-week Strategic Plan (SP). Afterward, the quantitative results from post-SP and pre-SP were analyzed in the paired-sample t-test for comparison. Results: In multiple linear regression, the study revealed that Perceived Usefulness, Attitude, Performance Expectancy, Effort Expectancy, and Social Influence significantly impacted teacher's Behavioral Intention. Finally, the results from the paired-sample t-test for comparison demonstrated a significant difference in teachers' Behavioral Intention between the post-SP and pre-SP stages. Conclusions: This study aims to improve the behavior intention of teachers by using LMS to influence Perceived Usefulness, Attitude, Performance Expectancy, Effort Expectancy, and Social Influence in the background of the construction of Double First-class Universities in China.
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