Modeling the Effects of Job Relevance, Facilitating Conditions, Perceived Usefulness and Perceived Ease of Use on Teachers' Intention of Using Technology in Tertiary Schools of LDCs

Abstract

This study proposes a model that investigates the effects of job relevance, facilitating conditions, perceived usefulness and perceived ease of use on teachers' intention of using technology in schools of least developed countries (LDCs). Borrowing from the perspectives of Technology Acceptance Model (TAM), the study was a survey design conducted among 212 teachers in selected tertiary colleges of Nigeria - Africa. The instrument of data collection was a structured questionnaire adopted from previously validated studies. The study data was analyzed using SPSS 22 for descriptive statistics and AMOS 22 for testing a model for the study. The study model has explained 30% of the variance in teachers' behavioural intention of using technology in the classroom with the R2 of behavioural intention being .30 and the R2 values of perceived usefulness and perceived ease of use being 15.1% and 0.2% respectively. Two of the hypothesis of the study were supported with statistically significant p-values. Job relevance was found to have direct significant effects on perceived usefulness. Perceived usefulness was also found to have direct significant effects on behavioural intention. However, contrary to the claim of TAM, the direct effects of facilitating conditions on perceived ease of use was not supported. This peculiar finding might not be unconnected with the weak structure of facilitating conditions among the target population studied, which is a less developed society. Based on this and considering the peculiar sample that participated in the study, the study has limited potential for generalizability. Additionally, it was based on self-report, characterized by high chances of bias responses. Future research can employ experimental or qualitative designs.