Research Article

Determinants of high school STEM teachers’ attitudes toward online education

Hang Thi Thu Nguyen 1 *
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1 Department of Academic Affairs, Danang University of Medical Technology and Pharmacy, Da Nang, VIETNAM* Corresponding Author
Contemporary Mathematics and Science Education, 5(2), July 2024, ep24014, https://doi.org/10.30935/conmaths/15014
Published: 31 August 2024
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ABSTRACT

In the era of the Fourth Industrial Revolution, information technology has catalyzed a transformative shift in education. In particular, the shift to online learning during the COVID-19 pandemic has profoundly altered the learning and teaching methods within the global education system. To achieve optimal performance in the realm of online education, this paper seeks to explore the factors affecting the attitudes of science, technology, engineering, and mathematics (STEM) high school teachers toward online teaching in Vietnam, using the technology acceptance model as a framework. Utilizing an online survey, a dataset gathered from 101 teachers with experience in online teaching was assessed using the structural equation modelling method. The outcomes reveal that both perceived ease of use (PEU) and perceived usefulness (PU) exhibit statistically significant direct positive effects on teachers’ attitudes toward online education. In addition, the PU of online teaching emerged as a mediator in the link between PEU and teachers’ attitudes. The results of this investigation offer valuable insights for instructors and administrators to enhance the quality of high school teacher training, ultimately leading to greater efficiency in online teaching in Vietnam and beyond.
Keywords: online education, technology acceptance model, teachers’ attitude, STEM, high school

CITATION (APA)

Nguyen, H. T. T. (2024). Determinants of high school STEM teachers’ attitudes toward online education. Contemporary Mathematics and Science Education, 5(2), ep24014. https://doi.org/10.30935/conmaths/15014

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