AN EXTENDED TECHNOLOGY ACCEPTANCE MODEL OF ONLINE PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS: A PARTIAL LEAST SQUARE – STRUCTURAL EQUATION MODELING

Abstract

digitally mediated and flexible learning environments. This study examines teachers’ acceptance of OPD using an extended Technology Acceptance Model (TAM), incorporating digital self-efficacy and job relevance as key antecedents of perceived ease of use and perceived usefulness. A quantitative design was employed, with data collected from 177 mathematics teachers in the Province of Aklan, Philippines, and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings indicate that digital self-efficacy significantly strengthens perceived ease of use, while both perceived ease of use and job relevance significantly contribute to perceived usefulness. Perceived usefulness emerged as the most influential determinant of behavioral intention, whereas perceived ease of use did not have a significant direct effect, suggesting that teachers prioritize functional value over usability in their adoption decisions. These results underscore the importance of aligning OPD with teachers’ instructional needs and enhancing their digital competencies to foster sustained engagement. The study extends TAM within the context of professional development and contributes empirical evidence from a developing country setting, offering practical insights for the design of context-responsive OPD initiatives.