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Investigating Relationships Among Institutional Support, Perceived Technology Usefulness, Attitude Toward Using Technology and Teacher Professional Development Motivation: A Moderated Mediation Model

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Blended Learning. Intelligent Computing in Education (ICBL 2024)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14797))

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Abstract

Teachers consistently face the challenge of realizing the self-professional development. The penetration of technology into education provides a new environment for teachers’ professional development, which will inevitably affect teachers’ professional development motivation. The purpose of this study is to investigate the relationship between the motivation of teachers’ professional development, institutional support, perceived technology usefulness and attitude toward using technology. A total of vailed 1997 questionnaires were collected and using the moderated mediation model analysis method. The results show that institutional support has a positive predictive effect on teachers’ online professional development motivation. In addition, perceived technology usefulness and attitude toward using technology play a chain mediating role. The teachers’ urban-rural workplaces play an important regulatory role in the model. We find that rural teachers’ attitudes toward technology use are more likely to be influenced by perceived institutional support than urban teachers. The implications of this study are also discussed and directions for future research are suggested.

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Acknowledgments

The authors declare that they have no conflict of interest. This work was financially funded by the Collaborative Innovation Center for Informatization and Balanced Development of K-12 Education by MOE and Hubei Province (Grant Number xtkjrh2021-006).

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Authors and Affiliations

  1. Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, 430079, China

    Mingzhang Zuo, Lingyao Hu, Ruiyang Gao & Yujie Yan

  2. Chengdu Yucai Middle School, Chengdu, 610011, China

    Haoyu Liu

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  1. Mingzhang Zuo
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Correspondence to Lingyao Hu .

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Editors and Affiliations

  1. Tung Wah College, Hong Kong, China

    Will W. K. Ma

  2. The Hong Kong Polytechnic University, Hong Kong, China

    Chen Li

  3. University of Macau, Macau, China

    Chun Wai Fan

  4. University of Macau, Macau, China

    Leong Hou U

  5. City University of Hong Kong, Hong Kong, China

    Angel Lu

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Zuo, M., Hu, L., Gao, R., Liu, H., Yan, Y. (2024). Investigating Relationships Among Institutional Support, Perceived Technology Usefulness, Attitude Toward Using Technology and Teacher Professional Development Motivation: A Moderated Mediation Model. In: Ma, W.W.K., Li, C., Fan, C.W., U, L.H., Lu, A. (eds) Blended Learning. Intelligent Computing in Education. ICBL 2024. Lecture Notes in Computer Science, vol 14797. Springer, Singapore. https://doi.org/10.1007/978-981-97-4442-8_16

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  • DOI: https://doi.org/10.1007/978-981-97-4442-8_16

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