The relationships among TPACK, the TAM and online education satisfaction: structural equation modelling

Abstract

Online education faculty satisfaction plays an important role in online education achievement. However, research investigating faculty satisfaction in online educational setting is rather scarce. This study aims to provide deeper insight into the issue by examining structural relationships among Technological Pedagogical Content Knowledge (TPACK) and faculty satisfaction within the framework of the Technology Acceptance Model (TAM). The study is quantitative in nature, and the data were collected from 170 faculty members during the emergent online education on lockdown due to COVID-19 pandemic. The analysis revealed that TPACK variable explains 23% of the TAM (β =.48, p<.01) and the TAM variable explains 50% of the satisfaction (β =.71, p<.01), which means when teachers with high levels of TPACK have higher levels of TAM, the result could be significantly increased online education satisfaction. The researchers suggest some implications to improve learning and teaching with technology and to increase the faculty satisfaction in the context online language education