Role of Organizational Culture in Acceptance of Technology Among Teachers of Smart Schools Based on the Technology Acceptance Model: A Case Study of High Schools of Karaj City

• Main Authors: Sayed Abdollah Ghasemtabar, Mehdi Arabzadeh, Gholam Hosein Rahimidoost
• Format: Article
• Language: English
• Published: Shiraz University of Medical Sciences 2019-06-01
• Series: Interdisciplinary Journal of Virtual Learning in Medical Sciences
• Subjects: organizational culture; technology acceptance; smart schools’ teachers
• Online Access: http://ijvlms.sums.ac.ir/article_45838_0b43c5f643d62bccbef877197bccd55b.pdf

Background: Acceptance of information technology by teachers of smart schools in which learning-teaching methods are based on information and communication technology is of great importance. Objectives: The present study aimed to identify the role of organizational culture in accepting technology among teachers of smart high schools in Karaj, Iran, based on the Technology Acceptance Model (TAM). Methods: The present study was conducted by a correlational method, which was of prediction type. Among 5,630 teachers of smart high schools in Karaj city in the 2018 - 2019 school year, 400 teachers were selected by multistage random cluster sampling method. Organizational culture was measured by Denison’s organizational culture questionnaire (2000). For assessing the acceptance of technology among teachers, a researcher-made questionnaire was used. The questionnaire’s construct validity was confirmed by the confirmatory factor analysis method. The reliability was confirmed by Cronbach’s alpha of 0.86, 0.74, 0.88, 0.73, and 0.81 for the dimensions of perceived usefulness, perceived ease of use, attitude toward use, intention to use, and actual use, respectively. The data were analyzed by structural equation modeling in AMOS V. 24 software. Results: All the direct and indirect coefficients between the research variables were statistically significant (P < 0.01). This means that organizational culture was effective on acceptance of technology among teachers of smart schools and the recommended conceptual model among teachers of smart schools was valid. Conclusions: The process of the effect of organizational culture on the acceptance of technology and the relationship between the components of the TAM were discussed. Based on the results, all the direct and indirect coefficients between the research variables were statistically significant (P < 0.01), that is, organizational culture was effective on acceptance of technology among smart school teachers, and the proposed conceptual model was reliable among teachers of smart schools.