Influence of teacher-perceived organisational culture and school policy on Chinese teachers' intention to use technology: an extension of technology acceptance model

This study aimed to investigate the influences of organisational culture and teachers' perception of the importance of policy on teachers' technology acceptance in China. A total of 502 teachers from 30 Chinese universities filled in the questionnaire designed for the cross-sectional study, which measured teachers' perceptions of the organisational culture in the universities in which they work, their perception of the importance of school policy regarding technology use, and their intention to use technology in teaching. The results of the structural equation modelling indicated that perceived usefulness, attitude towards using technology, organisational culture, and teacher perceptions of the importance of school policy on technology use were significant antecedents to teachers' behavioural intention to use technology. Perceived usefulness and perceived ease of use significantly influenced attitude, and perceived ease of use significantly influenced perceived usefulness. In addition, organisational culture significantly influenced the perceived importance of school policy. The findings enriched the understanding of technology acceptance theories by empirically proving the role of organisational culture and the perceived importance of policy on teachers' technology acceptance in the Chinese context.