Abstract
ABSTRACT
This study aimed to empirically investigate the intention towards acceptance of technology further examining proposed models that have evolved from the technology acceptance model (TAM). The purpose of the study is to provide actual data on the acceptance of technology-based instructional materials. An adopted survey questionnaire was conducted to gather data from 300 elementary and secondary elder school teachers of the Department of Education—Schools Division Office of Cotabato, Magpet East and West Districts from the Municipality of Magpet, Cotabato. A structural equation model (SEM) with a multiple regression analysis was conducted to examine quantitative data. The results revealed that elder teachers have very high levels of behavioral intention to accept new technologies. Furthermore, they exhibit high levels of social support resources, psychological capital, and career commitment. A significant relationship was identified between behavioral intention and psychological capital and social support resources, but not significantly correlated with their career commitment. Findings further show that the intention to use technology-based instructional materials is directly and significantly predicted by social support resources, psychological capital, and career commitment. Additionally, the model fit variable showed that the model demonstrating the relationship between social support resources and career commitment, as well as its impact on psychological capital and behavioral intention to accept technological resources, was the best fit model of behavioral intention to accept technological resources. This model demonstrates the direct influence of social support resources and career commitment on elder teachers' intent to integrate technological learning resources. The results provide as a starting point for additional research and as a tool for problem-solving regarding elder teachers' intentions to integrate technology as a guide for effective decision in the design and development of training and techniques. Further, the results can also be used in the resource allocation procedure to guarantee the growth of elder teachers receiving technical support, hence enhancing educational preparation of numerous top pedagogical environment designers.