بررسی تأثیر متغیرهای فردی، سازمانی و فرهنگی بر پذیرش فن‌آوری اطلاعات در میان دبیران در قالب الگویابی علّی
محورهای موضوعی : فن‎آوری اطلاعاتحسن قلاوندی 1 , فرشید اشرفی سلیم کندی 2 , سیما علی زاده 3
1 - دانشیار گروه مدیریت آموزشی، دانشگاه ارومیه، ارومیه، ایران
2 - دانشجوی دکتری مدیریت آموزشی، دانشگاه ارومیه، ارومیه، ایران
3 - مربی گروه علوم تربیتی، دانشگاه پیام نور، مرکز اشنویه، ایران
کلید واژه: دبیران, پذیرش فن‌آوری اطلاعات, نفوذ اجتماعی, ابهام گریزی, الگویابی علی,
چکیده مقاله :
هدف پژوهش حاضر، بررسی عوامل فردی، سازمانی و فرهنگی مؤثر بر پذیرش فن‌آوری اطلاعات در میان دبیران در قالب یک الگوی علی بود. پژوهش حاضر، در زمره الگویابی علی قرار می‌گیرد که شامل تحلیل مسیر و مدلیابی معادلات ساختاری می‌شوند. جامعه آماری در این پژوهش، دبیران دوره متوسطه ناحیه یک شهر ارومیه، با حجم 260 نفر بودند. 150 نفر از آنها بر اساس جدول کرجسی و مورگان و به روش نمونه‌گیری خوشه‌ای انتخاب و به پرسش‌نامه‌ای متشکل از خرده مقیاس‌های تصمیم به استفاده، انتظار عملکرد، انتظار تلاش، نفوذ اجتماعی و شرایط تسهیل‌کننده، فردگرایی/ جمع‌گرایی، فاصله قدرت و ابهام‌گریزی، و مردانگی/ زنانگی پاسخ دادند. برای تجزیه و تحلیل داده‌ها، از الگویابی معادلات ساختاری بر اساس روش حداقل مجذورات جزیی (PLS) و آزمون تی تک متغیره برای بررسی وضعیت مؤلفه‌های فرهنگی و سازمانی استفاده شد. یافته‌ها نشان داد که انتظار عملکرد و تلاش، و نفوذ اجتماعی اثر مثبت و معنی‌دار بر تصمیم به استفاده از فن‌آوری اطلاعات دارند. شرایط تسهیل‌کننده و مردانگی/ زنانگی نیز اثر مثبت و معنی‌داری بر استفاده داشت. همچنین، اثر ابهام‌گریزی و فاصله قدرت نیز بر این متغیر منفی و معنی‌دار بود. اما اثر فردگرایی/ جمع‌گرایی بر این متغیر معنی‌دار نبود. در نهایت، مدل آزمون شده 27 درصد از تغییرات تصمیم به استفاده از رایانه و 19 درصد تغییرات استفاده را پیش‌بینی کرد.
The current study aimed to looking for the impact of individual, organizational and cultural variables in the adoption of information technology among teachers in the form of causal modeling. This study is placed among the causal modeling, which contains the path analysis and structural equation modeling. The statistical population of the study was one district high school teachers in the city of Urmia with the 260 persons. Based on Krejcie and Morgan table 150 persons of them were selected by cluster sampling method. Therefore they responded the questionnaire which consists of these subscales: decide to use, expected performance, effort expectancy, social influence and facilitating conditions, individualism/ collectivism, uncertainty avoidance and power distance, and masculinity/ femininity. To analyze the data, structural equation modeling based on partial least squares (PLS) and one sample t test was used to check the status of cultural and organizational components. Findings showed performance and effort expectancy, and social influence had positive and significant effect on the decision to use information technology. Facilitating conditions and masculinity/ femininity had positive effect on use behavior. Also the effects of uncertainty avoidance and power distance were negative and significant. But the effect of individualism/ collectivism on these variables was not significant. Finally the tested model predicted 27% of variance in intention to computer use and 19% of use behavior.
Aegeai, M., Amani Sari Begloo, J., Khezri Azar, H., & Gholami, M. T. (2012). The mediating role of cognitive beliefs in individual and organizational factors associated with the adoption of information technology. Behavioral Sciences, 6(1), 1-10. (in Persian).
Amani Sari Begloo, J., Golam Ali Lavassani, M., Aegeai, J., & Khezri Azar, H. (2011). The relationship between cultural values and individual variables with the use of computers in students. Behavioral Sciences, 5(1), 1-10. (in Persian).
Atashak, M. (2007). Theoretical and practical of e-learning. Research and Planning in Higher Education, 13(1),156-135. (in Persian).
Ayati, M., Attaran, M., & Mehrmohammadi, M. (2007). Template editor ICT-based curricula (ICT) in teacher training. Curriculum Studies, 1(5), 55-80. (in Persian).
Bagheri, Kh. (2013). Smart school under scrutiny of interactional education. Growth of Tomorrow School, 10(71), 8-9. (in Persian).
Bazargan, A., Hejazi, Y., & Ishagi, F. (2007). The process of internal evaluation in university departments (Practical Guide). Tehran: Dooran Publication. (in Persian).
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Dolati, A., Jamshidi, L., & Amin Beidokhti, A. A. (2016). Essential features of the smart school teachers in the teaching E-learning process improvement. Teaching and Evaluation, 5(34), 77-96. (in Persian).
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equations models with unobservable variables and measurement error. Marketing Research, 18(1), 39-50.
Giddens, A. (2007). Sociology (Translated by Hassan Chavoshian). Tehran: Nei Publishing. (in Persian).
Gorban Jahromi, R. (2007). Relationship between achievement goals and epistemological beliefs and computer anxiety. Master's Thesis, Tehran: Tehran University. (in Persian).
Hofstede, G. (1980). Cultural consequences: International differences in work-related values. Beverly Hills, CA: Sage Publications.
Jung, I., & Lee, Y. (2013). YouTube acceptance by university educators and students: A cross-cultural perspective. Innovations in Education and Teaching International, 52(3), 243-253.
Lee, S., & Kim, B. G. (2009). Factors affecting the usage of intranet: A confirmatory study. Computers in Human Behavior, 25, 191-201.
Lim, C. P., & Khine, M. S. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Technology and Teacher Education, 14(1), 97-125.
Rahimi, M., & Yadollahi, S. (2011). The relationship between computer anxiety among high school students by field of study, sex and academic progress in English. Educational Innovations, 39 (10), 51-73.
Srite, M. (2000). The influence of national culture on the acceptance and use of information technologies: An empirical study. Dissertation, USA: Florida State University
Srite, M., & Karahanna, E. (2006). The role of espoused national cultural values in technology acceptance. MIS Quarterly, 30(3), 679-704.
Teo, T., & Noyes, J. (2012). Explaining the intention to use technology among pre-service teachers: A multi-group analysis of the unified theory of acceptance and use of technology. Interactive Learning Environments, DOI: 10.1080/10494820.2011. 641 674.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology. Towards a unified view. MIS Quarterly, 27(3), 425-478.
Wang, Y. S., & Shih, Y. W. (2009). Why do people use information kiosks? A validation of the unified theory of acceptance and use of technology. Government Information Quarterly, 26, 158-165.
_||_Aegeai, M., Amani Sari Begloo, J., Khezri Azar, H., & Gholami, M. T. (2012). The mediating role of cognitive beliefs in individual and organizational factors associated with the adoption of information technology. Behavioral Sciences, 6(1), 1-10. (in Persian).
Amani Sari Begloo, J., Golam Ali Lavassani, M., Aegeai, J., & Khezri Azar, H. (2011). The relationship between cultural values and individual variables with the use of computers in students. Behavioral Sciences, 5(1), 1-10. (in Persian).
Atashak, M. (2007). Theoretical and practical of e-learning. Research and Planning in Higher Education, 13(1),156-135. (in Persian).
Ayati, M., Attaran, M., & Mehrmohammadi, M. (2007). Template editor ICT-based curricula (ICT) in teacher training. Curriculum Studies, 1(5), 55-80. (in Persian).
Bagheri, Kh. (2013). Smart school under scrutiny of interactional education. Growth of Tomorrow School, 10(71), 8-9. (in Persian).
Bazargan, A., Hejazi, Y., & Ishagi, F. (2007). The process of internal evaluation in university departments (Practical Guide). Tehran: Dooran Publication. (in Persian).
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Dolati, A., Jamshidi, L., & Amin Beidokhti, A. A. (2016). Essential features of the smart school teachers in the teaching E-learning process improvement. Teaching and Evaluation, 5(34), 77-96. (in Persian).
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equations models with unobservable variables and measurement error. Marketing Research, 18(1), 39-50.
Giddens, A. (2007). Sociology (Translated by Hassan Chavoshian). Tehran: Nei Publishing. (in Persian).
Gorban Jahromi, R. (2007). Relationship between achievement goals and epistemological beliefs and computer anxiety. Master's Thesis, Tehran: Tehran University. (in Persian).
Hofstede, G. (1980). Cultural consequences: International differences in work-related values. Beverly Hills, CA: Sage Publications.
Jung, I., & Lee, Y. (2013). YouTube acceptance by university educators and students: A cross-cultural perspective. Innovations in Education and Teaching International, 52(3), 243-253.
Lee, S., & Kim, B. G. (2009). Factors affecting the usage of intranet: A confirmatory study. Computers in Human Behavior, 25, 191-201.
Lim, C. P., & Khine, M. S. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Technology and Teacher Education, 14(1), 97-125.
Rahimi, M., & Yadollahi, S. (2011). The relationship between computer anxiety among high school students by field of study, sex and academic progress in English. Educational Innovations, 39 (10), 51-73.
Srite, M. (2000). The influence of national culture on the acceptance and use of information technologies: An empirical study. Dissertation, USA: Florida State University
Srite, M., & Karahanna, E. (2006). The role of espoused national cultural values in technology acceptance. MIS Quarterly, 30(3), 679-704.
Teo, T., & Noyes, J. (2012). Explaining the intention to use technology among pre-service teachers: A multi-group analysis of the unified theory of acceptance and use of technology. Interactive Learning Environments, DOI: 10.1080/10494820.2011. 641 674.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology. Towards a unified view. MIS Quarterly, 27(3), 425-478.
Wang, Y. S., & Shih, Y. W. (2009). Why do people use information kiosks? A validation of the unified theory of acceptance and use of technology. Government Information Quarterly, 26, 158-165.