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Combining Technology Acceptance Model and Situated Expectancy-Value Theory to Explore Relations with Technology-Enhanced Teaching Behavior

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Title: Combining Technology Acceptance Model and Situated Expectancy-Value Theory to Explore Relations with Technology-Enhanced Teaching Behavior
Language: English
Authors: Florian Hebibi (ORCID 0000-0003-3561-6094), Isabell Runge (ORCID 0000-0002-4335-7451), Katharina Scheiter (ORCID 0000-0002-9397-7544), Rebecca Lazarides (ORCID 0000-0003-0392-4981)
Source: Education and Information Technologies. 2025 30(18):26545-26567.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Computer Attitudes, Educational Technology, Self Efficacy, Elementary School Teachers, Secondary School Teachers, Foreign Countries, Teacher Attitudes, Sex, Familiarity, Computer Uses in Education, Pedagogical Content Knowledge, Intention, Technology Education, Teacher Education
Geographic Terms: Germany
DOI: 10.1007/s10639-025-13795-z
ISSN: 1360-2357
1573-7608
Abstract: Digital technologies play an increasingly important role in teaching and learning. Research potential lies in identifying factors that contribute to technology-enhanced teaching quality. The current study integrates assumptions of the technology acceptance model ("TAM") and the situated expectancy-value theory ("SEVT") into one framework to identify such factors. Along with the TAM, we investigate how factors like teachers' technology-related self-efficacy and technology-related teacher training relate to technology-enhanced teaching quality. Based on SEVT, we also consider the role of psychological factors such as the perceived usefulness and costs of technology usage in class. We draw on a sample of N = 322 teachers from primary and secondary schools in Germany who participated in an online survey. Path models show that perceived usefulness, frequency of technology-related in-person teacher training, teachers' technology-related self-efficacy, teachers' gender, and schools' technology equipment were positively related to constructive support as a dimension of technology-enhanced teaching quality. Understanding the factors that contribute to technology-enhanced teaching quality is relevant for designing educational settings that enhance the quality of teachers' digital technology usage in class.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504420
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Florian+Hebibi%22">Florian Hebibi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3561-6094">0000-0003-3561-6094</externalLink>)<br /><searchLink fieldCode="AR" term="%22Isabell+Runge%22">Isabell Runge</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4335-7451">0000-0002-4335-7451</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katharina+Scheiter%22">Katharina Scheiter</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9397-7544">0000-0002-9397-7544</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebecca+Lazarides%22">Rebecca Lazarides</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0392-4981">0000-0003-0392-4981</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(18):26545-26567.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Digital technologies play an increasingly important role in teaching and learning. Research potential lies in identifying factors that contribute to technology-enhanced teaching quality. The current study integrates assumptions of the technology acceptance model ("TAM") and the situated expectancy-value theory ("SEVT") into one framework to identify such factors. Along with the TAM, we investigate how factors like teachers' technology-related self-efficacy and technology-related teacher training relate to technology-enhanced teaching quality. Based on SEVT, we also consider the role of psychological factors such as the perceived usefulness and costs of technology usage in class. We draw on a sample of N = 322 teachers from primary and secondary schools in Germany who participated in an online survey. Path models show that perceived usefulness, frequency of technology-related in-person teacher training, teachers' technology-related self-efficacy, teachers' gender, and schools' technology equipment were positively related to constructive support as a dimension of technology-enhanced teaching quality. Understanding the factors that contribute to technology-enhanced teaching quality is relevant for designing educational settings that enhance the quality of teachers' digital technology usage in class.
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