Technology Acceptance and Knowledge Sharing Behavior in Educational Settings: A Post-COVID Empirical Analysis

Technology plays a vital role in the way teacher’s work, communicate, and share their knowledge particularly after COVID pandemic. Thus, it is a matter of great importance both from theoretical and practical point of view to understand the factors that govern knowledge sharing through technologies. This study integrates Teo’s composite model of Technology Acceptance(TA) and Knowledge Sharing(KS) construct of Van den Hooff & Van Weenen, to empirically examine the relationship between technology acceptance and knowledge sharing among teachers. A study used a descriptive-correlational cross-sectional research approach. 225 participants responded to the survey. The study used Technology Acceptance Questionnaire, Teo( 2011) with 20 items(α=0.84) and Knowledge Sharing Questionnaire by Van den Hooff and Van Weenen ( 2004), with 12 items(α=0.96). One- sample t-test was used to find out the degree to which Technology Acceptance and Knowledge Sharing is practised by teachers. Pearson’s correlation was used to identify if there is any positive relationship between Technology Acceptance components and Knowledge Sharing elements. Structural equation modelling (SEM) was used to study whether any of the factors of Technology Acceptance can significantly predict the two types of Knowledge Sharing.Perceived Usefulness (PU) and Facilitating Conditions (FC) emerged as the most influential factors of Technology Acceptance in driving teachers’ Knowledge Sharing.