Factors Influencing Teachers’ Behavioral Intention to Use Information System (IS) Innovation Services in Bangladesh: An Empirical Study

Abstract

The aim of this study is to measures the factors influencing the teachers’ behavioral intention to use of information system (IS) innovation services in educational institutions. Based on the research model the questionnaire was developed by using previous work in the areas of IS innovation. The data used to test the hypothesis are collected from the teachers at Barisal division in Southern part of Bangladesh. A total of 380 questionnaires were sent to teachers, and 260 completed questionnaires were collected with a respondent rate of 68.42%. A preliminary regression analysis was conducted to remove outliers that exceeded limits on specific measures. Ten surveys were removed during this step, leaving a final sample size of 250, which satisfies the generalizability conditions and the adequacy of analysis. The research model was applied using the Structural Equation Modeling (SEM) technique. The study determined that perceived feasibility, perceived desirability, effort expectancy, facilitating conditions, and propensity to use (p < 0.05) had a significant impact on the teachers’ behavioral intention to adopt Information System (IS) innovation services. In this study, facilitating conditions is an important factor that has a significant effect on teacher behavioral intention. Moreover, precipitating events does not moderate the relationship between behavioral intention and use behavior. This study revises the Entrepreneurial Event Model (EEM) and Unified Theory of Acceptance and Use of Technology (UTAUT) Model to develop a more robust model, and identify new variables that affect the relationship between intentions and use behavior. Results of this study support policymaker and guide concerning the adoption and usage of IT innovation. The nature of this study may restrict its generalizability to other research settings.