Abstract
This study proposes a causal model for investigating teacher acceptance of technology. We received 258 effective replies from teachers at public and private universities in Taiwan. A questionnaire survey was utilized to test the proposed model. The Lisrel was applied to test the proposed hypotheses. The result shows that computer self-efficacy has a strongly positive effect on perceived ease of use and teacher intention to use. Overall, model and data fit was excellent and had satisfactory explanatory power. Most hypotheses were accepted. Key words: Information technology, technology acceptance, structural equation modeling, computer self-efficacy, job relevance
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