E-Leadership, Technology Acceptance and Technological Self-Efficacy: Its Effect on Teacher Attitudes in Using Virtual Learning Environments

Abstract

This study seeks to understand better how e-leadership, technology acceptance and technological self-efficacy contribute to improved teacher attitudes in using virtual learning environments. The method used was quantitative with structural equation modeling with SmartPLS 3.2.8. The population of this study consisted of 1,570 teachers in the Malang district, Indonesia. A sample of 420 teachers was selected using a systematic random sampling technique. The findings demonstrated a positive and significant effect of e-leadership, technology acceptance, and technological self-efficacy on teacher attitudes in using virtual learning environments. In addition, e-leadership positively and significantly affects teachers' technology acceptance and technological self-efficacy. Subsequent studies may also use a hybrid explanatory sequential approach. It can also make technology acceptance and technological self-efficacy a mediator variable in building the relationship between e-leadership and teacher attitudes in using virtual learning environments.