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Investigating the Factors That Sustain College Teachers’ Attitude and Behavioral Intention toward Online Teaching

Author

Listed:
  • Yan Yi

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Gege Li

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Tianjiao Chen

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Peiyu Wang

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Heng Luo

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

Abstract

Online teaching is considered an important approach for achieving sustainable learning and education, and college teachers’ attitude and behavioral intention are essential for the sustainable adoption of online teaching practice in higher education institutions. To examine the influencing factors that sustain teachers’ attitude toward online teaching and behavioral intention, we conducted a cross-sectional study based on a sample of 1102 college teachers in Central China using hierarchical linear regression analysis to explore the possible influencing factors at the following four levels: individual experience, environmental support, self-perception, and technology acceptance. The study results show that the subjective norms, readiness, beliefs, and perceived usefulness of online teaching had a significant impact on the teachers’ attitude toward online teaching and behavioral intention. Nevertheless, the effect varied with factors like the online teaching load and teachers’ technology self-efficacy, and their influence seemed to be singular, affecting the teachers’ attitude toward online teaching or behavioral intention exclusively. In contrast, previous online teaching experience did not notably affect either. The findings of this study reveal the complex interactions of the factors that influence college teachers’ disposition toward and decisions about online teaching practices and emphasize the need for targeted strategies to maintain and enhance online education in the post-pandemic era.

Suggested Citation

  • Yan Yi & Gege Li & Tianjiao Chen & Peiyu Wang & Heng Luo, 2024. "Investigating the Factors That Sustain College Teachers’ Attitude and Behavioral Intention toward Online Teaching," Sustainability, MDPI, vol. 16(6), pages 1-18, March.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:6:p:2286-:d:1354212
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    References listed on IDEAS

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    1. Bo Jiang & Xinya Li & Sijiang Liu & Chuanyan Hao & Gangyao Zhang & Qiaomin Lin, 2022. "Experience of Online Learning from COVID-19: Preparing for the Future of Digital Transformation in Education," IJERPH, MDPI, vol. 19(24), pages 1-18, December.
    2. Park, Hyun Jung & Lin, Li Min, 2020. "Exploring attitude–behavior gap in sustainable consumption: comparison of recycled and upcycled fashion products," Journal of Business Research, Elsevier, vol. 117(C), pages 623-628.
    3. Bernadette Szajna, 1996. "Empirical Evaluation of the Revised Technology Acceptance Model," Management Science, INFORMS, vol. 42(1), pages 85-92, January.
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