Examining teachers’ satisfaction with the new normal in a disruptive online hospitality, travel, and tourism education system

Abstract

Purpose The purpose of this study is to analyze the impact of teachers’ performance expectancy, teachers’ effort expectancy, teachers’ performance anxiety, teachers’ engagement, perceived student engagement, teachers’ digital competence, teachers’ normalization ease and perceived organizational support as predictors of teachers’ satisfaction with online teaching-learning, especially during a pandemic in the context of hospitality, tourism and travel education. Design/methodology/approach Conceptually, this study is grounded in the normalization process theory and examines teachers’ satisfaction by applying the unified theory of acceptance and use of technology model. To test the proposed model, 374 complete survey forms were received for data analysis from teachers engaged with higher education institutes offering courses in the field of hospitality, travel and tourism. Minor modifications were made to the survey instrument based on inputs received after a pilot study. Findings The model was tested using confirmatory factor analysis and structural equation modeling. Of the eight constructs predicting teachers’ satisfaction in the online teaching-learning environment, two constructs, that is, teachers’ effort expectancy and teachers’ digital competence, were found to have an insignificant relationship. This finding hints at the emergence of a “new normal.” Practical implications This study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during the outbreak of a pandemic. This study further extends the unified theory of acceptance and integrates it with the normalization process theory to test and validate the model in the unique context of hospitality education which is considered to be highly practice oriented. Originality/value The COVID-19 pandemic compelled educational institutions to shift to online learning modes. This is unprecedented for students and teachers of hospitality, travel and tourism, especially in a developing country like India, and it has brought with it a new set of challenges and opportunities. With the extension of the pandemic-induced lockdown in educational institutions, teachers – and other stakeholders – must adapt to this new normal of reliance on remote education.