On teachers’ acceptance of e-learning to enhance productive skills in Moroccan High School: The case of second-year baccalaureate level

Abstract

This cross-sectional quantitative study investigates the factors affecting teachers’ acceptance and use of E-learning platforms, namely, the Learning Management System (LMS), to enhance productive skills, mainly writing skills, in Moroccan high schools. To attain the study objectives, the online and the hardcopy versions of the questionnaire were deployed during the data collection process. A total of 83 English teachers took part in this study. The data were analyzed using descriptive statistics by calculating the means and the standard deviations of the items of each construct. The analysis result revealed that the teachers’ behavioral intention is influenced by their students’ writing achievements, which means that teachers’ behavioral intention to use LMS would increase if their students’ writing achievements, resulting from adopting LMS in teaching writing, were demonstrated. Besides, the results demonstrated that teachers view using LMS platforms as an easy instructional tool requiring less effort, indicating that teachers possess the necessary skills to adopt LMS platforms in their teaching. In the same vein, results confirmed that the teachers’ behavioral intention is not influenced by their colleagues’ or friends’ perceptions. Still, it is strongly influenced by the support of the Ministry of Education. Teachers also confirmed that they possess the necessary tools and skills to adopt LMS platforms in their teaching. Finally, in the behavioral intentions construct, the results concluded that teachers’ behavioral intention strongly predicts the actual use of LMS platforms. This study has some implications for key innovation factors that could lead to the successful adoption and diffusion of LMS platforms in Moroccan high schools.