Factors Affecting School Teachers' Satisfaction with Online Classes during the Outbreak of COVID-19

Abstract

Many research studies have been conducted to understand the end-users satisfaction with online teaching. Yet, there are scarce studies focused on the teachers' satisfaction with online classes. This research aims to study factors affecting teachers' satisfaction with online teaching systems. To this purpose, an extended Technology Acceptance Model (TAM) is proposed in this study. The possible correlation among variables and whether or if there are gender disparities were also examined. An online questionnaire was deployed using Google forms, and 330 teachers filled out the questionnaire. Structural Equation Modeling (SEM) was used to conduct the path analysis and test hypotheses. A multi-group analysis was conducted to investigate whether gender was related to teacher satisfaction with online education. There were three key results. First, perceived usefulness, ease of use, and self-efficacy directly influenced teachers' satisfaction with online teaching. Second, personal innovativeness indirectly impacted teachers' satisfaction through perceived usefulness and perceived ease of use. Third, gender did not affect the eight hypotheses. This research has theoretical implications since it contributes to the study of online education satisfaction by extending the TAM model to examine the factors affecting teachers' satisfaction with online teaching. This research also has practical implications in that it may be used as a reference for school administrators, online learning system designers, and decision-makers.