Abstract
While a growing number of teachers use information and communication technology (ICT) for work tasks outside the formal working hours and premises, research is inconclusive how this relates to their work-life balance. Following calls to examine the antecedents and moderating mechanisms of such behavior, the present study aims to examine how technology acceptance relates to work-related ICT use after hours (WIA) and work-life balance, as well as how employees' integration preference affects these relationships. Data was collected among 288 secondary school teachers in Flanders (Belgium) concerning their use of digital learning environments (DLE) beyond school grounds and school hours. Structural equation modelling shows that social influence reduces teachers' work-life balance mediated by WIA. While there was no support for other technology acceptance factors or the moderating role of integration preference, performance expectancy of the DLE and integration preference were associated with a higher work-life balance. Hereby, this study contributes to research on WIA by integrating the technology acceptance framework with boundary theory and work-life research. Overall, the findings show that DLE have an impact on teachers’ work-life balance independent of technological factors or their personal preference, underscoring the importance of school policies that cement the use of DLE in the private domain.
Highlights
A growing number of employees use information and communica tion technology (ICT) for work tasks outside of their normal working hours and physical workspace
Following calls to examine the antecedents and moderating mechanisms of such behavior, the present study aims to examine how technology acceptance relates to work-related information and communication technology (ICT) use after hours (WIA) and work-life balance, as well as how employees’ integration preference affects these relationships
With the above arguments in mind, we argue that the relationship between technology acceptance and work-life balance, mediated by WIA is stronger when employees have a higher integration preference: H4(a)
Summary
A growing number of employees use information and communica tion technology (ICT) for work tasks outside of their normal working hours and physical workspace This expansion of work duties to nonwork time challenges employees’ work-life balance (Adisa, Gbada mosi, & Osabutey, 2017) or their disposition over “sufficient time to meet commitments at both home and work” The instructional use of DLE typically require more preparation time than stipulated in teachers’ contractual hours (Li & Wang, 2020), while such tools allow students to contact their teachers beyond school hours Such examples illustrate that DLE are often used by teachers for work tasks beyond school grounds and school hours. This could prevent teachers from achieving a healthy work-life balance (Ibieta, Hinostroza, Labb e, & Claro, 2017)
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