Understanding the Influence of Perceived Usability and Technology Self-Efficacy on Teachers’ Technology Acceptance
Abstract
The Technology Acceptance Model (TAM) represents how users come to accept and use a given technology and can be applied to teachers’ use of educational technologies. Here the model is extended to incorporate teachers’ perceived usability and self-efficacy measures toward the technologies they are currently using. The authors administered a survey to K–12 teachers in two rural school districts in Virginia, and 99 teachers responded. We then analyzed the responses with both reliability statistics and general linear modeling techniques. The results indicated that the incorporation of perceived usability into the TAM explained more variance and was more influential to TAM elements than its absence, thereby supporting the importance, positive influence, and necessity of evaluating usability when investigating educational technology acceptance and usage behavior. Furthermore, the study found teachers’ technology self-efficacy (TSE) was more beneficial to the TAM than their computer self-efficacy (CSE); however, this impact might vary for the evaluations of different populations and technologies.
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Technology self-efficacy can play an essential mediating role in technology acceptance.
“Technology self-efficacy can play an essential mediating role in technology acceptance (Granić & Marangunić, 2019; Holden & Rada, 2011).”
From Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI (2025) · cites this paper as Holden & Rada, 2011
Self-efficacy influences only perceptions of ease of use.
“The results indicated that self-efficacy can only influence perceptions of ease of use, which is in line with past research showing a positive relationship between technology self-efficacy and perceived ease of use (Holden & Rada, 2011).”
From Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI (2025) · cites this paper as Holden & Rada, 2011
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- Authors
- Holden, H., & Rada, R.
- Affiliations
- University of Maryland, Baltimore County (US)
- ORCID
- Rada, Roy
- Venue
- Journal of Research on Technology in Education
- Publisher
- Informa UK Limited
- Published
- 2011-06
- Volume
- 43
- Issue
- 4
- Pages
- 343-367
- ISSN
- 1539-1523 (ISSN-L)
- 1945-0818
- OpenAlex
- W2163552746
- Cited by
- 584
- References
- 46
- Citations by year
- 2026: 43 · 2025: 62 · 2024: 66 · 2023: 56 · 2022: 46 · 2021: 47 · 2020: 38 · 2019: 41 · 2018: 41 · 2017: 27 · 2016: 38 · 2015: 24 · 2014: 28 · 2013: 19 · 2012: 6
- FWCI
- 41.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research on Technology in Education (publishedVersion)
- Funders
- University of Maryland, Baltimore County
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Education › Education and Technology Integration
- Social Sciences › Gender Studies › Gender and Technology in Education
- Keywords
- technology acceptance model, perceived usability, technology self-efficacy, computer self-efficacy, educational technology use, K-12 teachers, rural school districts, technology acceptance
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