Investigating the Factors That Sustain College Teachers’ Attitude and Behavioral Intention toward Online Teaching

Abstract

Online teaching is considered an important approach for achieving sustainable learning and education, and college teachers’ attitude and behavioral intention are essential for the sustainable adoption of online teaching practice in higher education institutions. To examine the influencing factors that sustain teachers’ attitude toward online teaching and behavioral intention, we conducted a cross-sectional study based on a sample of 1102 college teachers in Central China using hierarchical linear regression analysis to explore the possible influencing factors at the following four levels: individual experience, environmental support, self-perception, and technology acceptance. The study results show that the subjective norms, readiness, beliefs, and perceived usefulness of online teaching had a significant impact on the teachers’ attitude toward online teaching and behavioral intention. Nevertheless, the effect varied with factors like the online teaching load and teachers’ technology self-efficacy, and their influence seemed to be singular, affecting the teachers’ attitude toward online teaching or behavioral intention exclusively. In contrast, previous online teaching experience did not notably affect either. The findings of this study reveal the complex interactions of the factors that influence college teachers’ disposition toward and decisions about online teaching practices and emphasize the need for targeted strategies to maintain and enhance online education in the post-pandemic era.