Exploring the Effect of School Authority Support on the Intention to Utilize Virtual Learning Environment from Teachers' Perspectives

Abstract

The Virtual Learning Environment (VLE) can potentially transform various educational activities, including online classes, tests, and teaching and learning. VLE typically uses web 2.0 technology to provide blended learning and remote learning. Due to its ability to foster dynamic learning and remove geographical and temporal constraints, VLE technology in education is seen as a potential innovation by its users, who are frequently parents, students, and teachers. Although the number of VLE applications is growing rapidly, the roles school authority support and instructors' intention to use remain a mystery. Therefore, the primary objective of this study is to understand and analyzethe school authority support and instructor's continuous intention to use the VLE. On this goal, we administereda survey to 70 teachers. The survey received 45 responses that met our criteria for analysis. The qualitative findings demonstrate that teachers believed that school authority support is vital in promoting the good quality of the information in VLE and teachers' continuous intention to use it. Thus, several strategies were suggested, including training, overcoming hindrances, promoting usage and providing support to teachers. Most qualitative respondents (58%) also agreed that SYQ should not be a predictor for ITU of VLE. Accordingly, they believed that other factors like technological resistance and hindrances are more influential in determining VLE continuous usage.