Jung-Wen Hsia
Department of Counseling Psychology and Human Resource Development
National Chi Nan University, Taiwan R.O.C.

Chun-An Chen
Department of International Business
Chung Hua University, Taiwan R.O.C.

Yi-Hui Chiang
Department of International Business
Chung Hua University, Taiwan R.O.C

Tzu-Kuang Hsu
Department of International Business
Chung Hua University, Taiwan R.O.C

Ai-Hua Tseng*
Department of Hospitality Management
Chung Hua University, Taiwan R.O.C.
*Corresponding Author: This email address is being protected from spambots. You need JavaScript enabled to view it.



The widely used of Internet and educational technologies have greatly changed junior high teachers’ teaching methods and behaviors. Due to rapid changes in information and knowledge, many educational authorities have set up educational portals to support and improve junior high teachers’ teaching efficiency and effectiveness. An educational portal can provide large numbers of teaching materials and online discussion services to facilitate teachers’ teaching in class. However, many junior high teachers are still resistant to using the educational portals. Therefore, understanding which factors affect their acceptance of an educational portal are of primary concern. The current study builds a theoretical model affecting junior high teachers’ adoption of Easy Teaching Web of Taipei by combining self-efficacy theory and the technology acceptance model. Data were collected from 303 teachers at 16 junior high schools in Taipei, Taiwan. The partial least squares approach was used to test the measurement and structural model. The results support the proposed model, highlighting the important roles of Internet self-efficacy and perceived usefulness in predicting junior high teachers’ adoption of an educational portal. The practical implications are discussed, and further studies are suggested.

Keywords: Internet Self-Efficacy, Perceived Usefulness, Perceived Ease Of Use, Technology Acceptance Model, Educational Portal

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