Using composite structural equation modeling to examine high school teachers' acceptance of E-learning after Covid-19

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Published: Mar 21, 2023
DOI: https://doi.org/10.18844/prosoc.v10i1.8837

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Rethabile Rosemary Molefi
National University of Lesotho, Faculty of Education, Department of Educational Foundations, Maseru, Lesotho, South Africa
Musa Adekunle Ayanwale
National University of Lesotho, Faculty of Education, Department of Educational Foundations, Maseru, Lesotho, South Africa

Abstract

Electronic learning (e-learning) is a broader approach to learning that brings new opportunities for teaching and learning in many fields of education compared to the face-to-face classroom environment. The purpose of this study is to explore high school teachers’ acceptance to continue teaching through e-learning platforms after COVID-19. Based on the framework of a unified theory of technology acceptance and use of technology, this study investigates the research questions in the context of Lesotho. The study adopted a quantitative approach, with a total number of 300 questionnaires collected from high school teachers. The result was analyzed using composite structural equation modeling. According to the study, instructors' acceptance of e-learning is influenced by several factors, which in turn has a significant impact on teachers' behavioral intentions in Lesotho. As a result of the study, individual challenges associated with using e-learning platforms were identified.


Keywords: Composite-SEM; educational quality; e-learning; self-efficacy; technology acceptance.

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How to Cite
Molefi, R. R., & Ayanwale, M. A. (2023). Using composite structural equation modeling to examine high school teachers’ acceptance of E-learning after Covid-19. New Trends and Issues Proceedings on Humanities and Social Sciences, 10(1), 01–11. https://doi.org/10.18844/prosoc.v10i1.8837
Issue
Vol. 10 No. 1 (2023): Selected Papers of 15th World Conference on Educational Sciences (WCES-2023)
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Articles
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