Investigating secondary school teachers' use of web 2.0technologies with the technology acceptance model

The purpose of this research is to examine the factors underlying secondary school teachers' use of Web 2.0 technologies in the context of the Technology Acceptance Model (TAM). The sample of the research consists of 322 secondary school teachers (218 female, 104 male) working in Karabük province and its districts and Pınarbaşı district of Kastamonu province, which were determined by convenient sampling method within the target population. In the research, the relational survey methodology has been used within the scope of the general survey model. The data collection process, in which the survey technique was used, was carried out online in the 2020-2021 academic term due to the Covid-19 pandemic. The self-efficacy dimension was added to the perceived usefulness, perceived ease of use, intention to use, attitude, and actual behavior dimensions of the Technology Acceptance Model adopted within the scope of the study. Within the scope of the relevant literature, 7 different hypotheses have been established and tested regarding the effect of the dimensions on each other included in TAM model. Explanatory Factor Analysis (EFA), Confirmatory Factor Analysis (DFA) and Path Analysis techniques were used throughout the data analysis. In this context, IBM SPSS 23 and AMOS 21 statististical softwares were used. Before the research, a pre-application was carried out with 105 teachers, and the validity and reliability of the scale used in the research was tested with the data obtained from here. Descriptive statistics were used to determine the characteristics of the sample within the scope of the research. Then, within the scope of the x interpretative statistical findings, besides EFA and CFA path analysis was carried out, and the direct and indirect effects of the variables of the hypotheses were tested. As a result of the findings, all the hypotheses were supported and all the relationships between the variables in the model were found to be statistically significant. Accordingly, it has been determined that the perceived usefulness has a strong direct effect on the attitude towards use and a weak direct effect on the behavioral intention. In addition, it was concluded that the attitude towards use has a direct effect on the behavioral intention, self-efficacy has a direct effect on the perceived ease of use, while the perceived ease of use has a direct effect on the perceived usefulness and a weak effect on the attitude towards use. Finally, it has been seen that perceived usefulness indirectly affects behavioral intention and actual use, and self-efficacy indirectly affects the attitude towards use. The results obtained support the results in the literature and it has been determined that TAM is sufficient to explain the usage behavior of teachers on Web 2.0 technologies. It is believed that the results will contribute to the achievement of Web 2.0 themed trainings for teachers.