The role of Task-Technology Fit and Technology Acceptance Model Constructs in predicting Secondary School Teachers’ Quality Teaching

Khalili Fakhrabadi, Fatemeh; Ahmadi Deh Ghotbaddini, Mohammad

doi:10.30473/t-edu.2024.70220.1114

Document Type : Original Article

Authors

¹ Graduated of M. A in Educational research, Department of psychology and Education, Islamic Azad University, Anar Branch, Iran

² Psychology and Education, Humanities faculty, Islamic Azad University, Anar Branch, Iran

https://doi.org/10.30473/t-edu.2024.70220.1114

Abstract

This research aimed to investigate the application of the task-technology fit model and the technology acceptance model to evaluate the teachers' quality of teaching in the educational environment using the correlation method. The statistical population was 410 secondary school teachers of Rafsanjan city that 200 people were selected based on Morgan & Krejci sampling table using available sampling method and they responded Gardner and Amoroso’s (2004), Klopping and McKinney’s (2004), Bas et al’s (2016) questionnaire for technology acceptance model constructs; Jatileni & Jatileni teachers’ quality of teaching (2018) and Ajayi’s technology-task fit (2014) questionnaires. Data were analyzed by path analysis method. The results showed direct effect of task-technology fit on teachers' quality of teaching with technology, ease, usefulness, attitude, and behavioral intention was positive and significant, But This effect on the actual use of technology in teaching was not significant. Also the direct effect of the attitude towards the use of technology on the teachers’ quality of teaching with technology was positive and significant, but the effect of perceived ease and usefulness, behavioral intention and actual use of technology on the quality of teaching with technology was not significant. The results of the indirect effects of task-technology fit on the quality of teaching with technology through the mediation of technology acceptance in teachers' teaching showed that all paths of the chains that lead to the quality of teaching with technology through the constructs of technology acceptance are not significant. Therefore, it can be said that task-technology fit and technology acceptance among teachers in the studied sample could not predict the quality of teaching with technology.

Keywords

References

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