K-12 Teacher Perceptions of LMS Usage in Online Teaching and Information Technology Support: Post COVID-19 Pandemic

Abstract

This study examines K-12 teachers’ technology acceptance through their perceptions of Google Classroom in the aftermath of the COVID-19 pandemic. A correlational survey, adapted from the Technology Acceptance Model, analyzed the relationships between functionality, usability, IT support, perceived usefulness (PU), perceived ease of use (PEOU), attitudes towards use (ATU), behavioral intention to use (BI), and actual usage (AU). An end-user questionnaire was used to assess PK-12 teachers’ perceptions of IT support in terms of Attractiveness, Perspicuity, Efficiency, Dependability, Stimulation, and Novelty. Structural equation modeling (SEM) revealed statistically significant relationships between PU, PEOU, ATU, and BI. BI showed a small but significant relationship with AU. Mixed relationships were observed between functionality, IT support, and usability with PU and PEOU. Pearson correlations indicated significant links between PEOU and BI. Qualitative findings highlighted challenges such as academic dishonesty, technology-related issues, and teacher-specific barriers during emergency online teaching. This study provides insights to guide educational leaders in addressing teacher challenges and improving online learning, particularly in emergency contexts.