Acceptance of e-learning technology by government school teachers: application of extended technology acceptance model

The exponential growth of technology in the e-learning sector has reshaped the traditional way of learning because of its efficient and flexible nature. However, e-learning is still in the rudimentary phase of progress in developing countries at schools and universities. It needs to investigate the critical features behind the embracing of e-learning systems in developing countries. This study targeted the schools by investigating the critical factors towards the acceptance of an e-learning system i.e., e-Learn Punjab (e-LP) in Pakistan. Further, this study provided empirical support for acceptance of e-LP, with the proposed model based on the technology acceptance model (TAM). The model integrates factors such as self-efficacy, training, and task technology fit with TAM for inquiring about the user attitude toward e-LP. A cross-sectional survey-based study with self-administration was conducted to collect data from 310 teachers at different government schools in Punjab, a province of Pakistan. The data were analyzed with the structural equation model (SEM) by using analysis of moment structure (AMOS) software. Fallout revealed the direct effect of self-efficacy on ease of use with strong influence of training on both core constructs of TAM. The non-significant influence of self-efficacy and task technology fit was also observed on usefulness.