Factors Influencing Chinese K–12 Teachers' Intention to Teach Online During the Pandemic

• In Event: Supporting K–12 Teaching and Learning With Online Resources and Tools

Abstract

In order to figure out that the acceptance of Chinese K-12 teachers online instruction during pandemic. This paper focuses on the factors of influencing K-12 teachers’ intention to teach online, research model is constructed based on TAM and UTAUT. We distributed online questionnaires to the K-12 teachers in Shanghai, and 4308 valid questionnaires were finally obtained. We used the SPSS to carry multiple regression analysis, the result suggests that perceived usefulness, perceived ease of use, external influence and facilitating conditions significantly positively affect on teachers' intention to teach online, years of teaching has moderating effect on perceived usefulness, teaching grade has moderating effect on perceived usefulness and external influence, experience has moderating effect on perceived ease of use.

Author

• Yu Qing, East China Normal University