Faculty Motivation & Intent to Teach Online

<p>The unified theory of user acceptance of technology, Motivation Orientation Scale – Faculty Version, and Individual Innovativeness Scale were used to predict faculty intent to teach online, to better understand what motivates faculty to teach online, and the relationship between faculty innovativeness and their intent to teach online. A sample of 348 self-selected full-time faculty at a large, public, comprehensive research university with integrated academic health center in the Southeast United States responded to an online survey. Results demonstrated that slightly more faculty than not reported a behavioral intent to teach online. Multiple regression analysis indicated that performance expectancy, effort expectancy, social influence, motivation orientation to teach online, motivation to teach face-to-face, sex, and level of innovation statistically and significantly predict behavioral intent to teach online. Stepwise regression indicated that motivation orientation to teach online, motivation to teach face-to-face, social influence, effort expectancy, and sex represented the optimal combination of constructs within this study sample to predict behavioral intent to teach online.</p>

Name thesis:degree_name

Doctor of Education in Education Administration (Ed.D.)

Level thesis:degree_level

Dissertation (open access)

Discipline thesis:degree_discipline

Department of Leadership, Technology, and Human Development

Year dc:date.available

2014

Author dc:creator

• Casdorph, Michael S

Contributors dc:contributor

• Lucinda Chance
• Mohomodou Boncana

• ETD
• Faculty Motivation
• Behavioral Intent
• Online Teaching
• Intrinsic Motivation
• Extrinsic Motivation
• Educational Leadership

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/1051

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-2082