بررسی عوامل مؤثر بر تمایلات رفتاری نسبت به استفاده از فناوری اطلاعات در کارکنان مدارس الکترونیکی
الموضوعات :
زهره شکیبایی
1
(استادیار گروه مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران)
عذرا سمنانی
2
(دانش آموخته کارشناسی ارشد مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران)
مریم گلی‌توانا
3
(دانشجوی دکترای مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران)
الکلمات المفتاحية: مدارس الکترونیکی, تمایل رفتاری نسبت به استفاده از فناوری اطلاعات, سازگاری ادراک شده, سودمندی ادراک شده, سهولت ادراک شده, تجربه نسبت به استفاده,
ملخص المقالة :
این پژوهش با هدف بررسی عوامل مؤثر بر تمایلات رفتاری نسبت به استفاده از فناوری اطلاعات در کارکنان مدارس الکترونیکی استان گیلان انجام شد. روش پژوهش توصیفی از نوع همبستگی بوده است. جامعه آماری، شامل کلیه کارکنان مدارس الکترونیکی استان گیلان به تعداد 2145 بود. حجم نمونه بر اساس فرمول کوکران 326 نفر برآورد گردید و از روش نمونه‌گیری غیراحتمالی در دسترس استفاده شد. ابزار پژوهش شامل پرسش‌نامه محقق ساخته برای اندازه‌گیری متغیرهای اثرگذار بر تمایلات رفتاری نسبت به استفاده از فناوری اطلاعات میباشد. جهت سنجش روایی ابزار از روش روایی صوری و روایی همگرا با استفاده از میانگین واریانس استخراج شده (AVE) که بالاتر از 0/5 برآورد گردید، استفاده شد و پایایی ابزار با استفاده از آلفای کرونباخ 0/85 و همچنین، با استفاده از اعتبار ترکیبی از طریق ضریب دیلون- گلدنشتاین بالای 0/7 محاسبه شد. تحلیل دادهها از طریق آمار استنباطی و تکنیک آماری مدل‌یابی معادلات ساختاری با رویکرد حداقل مربعات جزیی انجام شده است. نتایج حاکی از تأثیر هنجارهای ذهنی، سودمندی ادراک شده، سهولت ادراک شده، ریسک ادراک شده، تجربه نسبت به استفاده و انتظار بهبود عملکرد بر تمایل رفتاری نسبت به استفاده از فناوری اطلاعات دارد. همچنین، نتایج نشان داد، سازگاری ادراک شده در رابطه بین سودمندی ادراک شده و سهولت ادراک شده، ریسک ادراک شده، تجربه نسبت به استفاده، انتظار بهبود عملکرد و تمایلات رفتاری نسبت به استفاده از فناوری اطلاعات، نقش تعدیل‌کنندگی دارد.
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Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
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Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423-435. Retrieved from http://dx. doi.org/10.1016/j.compedu.2012.02.001
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Hair, J. F., Ringle, C. M., & Sarstedt, M. (2012). PLS-SEM: Indeed a silver bullet. Marketing Theory and Practice, 19(2), 139-151.
Heidari, H., Alborzi, M., & Mosa Khani, M. (2016). Effective factors on encouraging students to use social networks as a virtual learning network. Human Interaction and Information, 3(2), 57-69. (in Persian).
Ho, S. M, Ocasio, M., & Booth, C. (2017). Trust or consequences? Causal effects of perceived risk and subjective norms on cloud technology adoption. Computers & Security. Retrieved from http://dx.doi.org/doi: 10.1016/j.cose.2017.08.004
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Hur, J. W., Shen, Y. W., Kale, U., & Cullen, T. (2015). An exploration of pre-service teachers' intention to use mobile devices for teaching. International Journal of Mobile and Blended Learning, 7(3), 1-18.
Imtiaz, M. A., & Maarop, N. (2014). A review of technology acceptance studies in the field of education. Teknologi, 69(2), 27e32.
Jalali., Z., Ashrafi Rizi., H., Soleimani, M., & Afshar, M. (2017). Factors affecting information technology acceptance by isfahan university librarians based on TAM Model. Health Consequence, 11(4), 400-410. (in Persian).
Kafashan, M. (2010). Application of technology acceptance theories in the evaluation of information technology libraries: A textual analysis approach. Library and Information Science, 13(4), 193-218. (in Persian).
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