Factors affecting science teachers' intentions to use distance education tools: SEM

This study aims to examine the factors that determine the intentions of science teachers towards distance education. In line with this goal, technology acceptance model, theory of planned behavior and flow theory were used. The purpose of combining the theories is to provide theoretical and practical information to individuals who will enrich the educational environments and guide this teaching in science teaching throughout the distance education process. It is expected that the study will guide future studies in terms of proposing a model based on three different models in determining intentions towards distance education. In this study, cross-sectional research method was preferred among the quantitative research methods. The variables described in the cross-sectional study are measured at once. The sample of the study was determined by the conveniencesampling method and 13 hypothesis were tested with 199 participants. The scales developed by Sungur-Gul and Ateş (2021) and Ateş and Garzon (2022a) were used as data collection tools in the study, adapted to the study. The prepared scales are five-point Likert type and consist of 30 items ranging from 'Totally Agree' to 'Strongly Disagree'. The analysis of the data was carried out by using SPSS and AMOS programs by using confirmatory factor analysis, path analysis, inferential analysis and descriptive analysis. In the data analysis process, first the measurement model and then the structural model were tested. According to the measurement model results, Cronbach's alpha (α) and composite reliability (CR) values were found to be in the appropriate range. In addition, it is seen that the results of construct validity, convergent validity and discriminant validity are within the recommended value ranges. In order to test the structural model, it can be said that the model fit values are at an acceptable level since the χ2/df ratio is between 2 and 5, the GFI, IFI, TLI, and CFI values are higher than 0.90 and the RMSEA and SRMR values are below 0.07. When the conceptual model of the study was examined, 13 hypotheses were tested by considering three different theories as well as additional variables. According to the results of the path analysis, the path analysis coefficients (β) are in the range of 0.21 - 0.38. Accordingly, it can be concluded that all hypotheses included in the study were accepted (p<0.001). As a result, it is seen that the model proposed within the scope of this study explains the intentions towards distance education in science teaching.