The impact of teacher's perception of the innovative organizational atmosphere on the continuous use of e-teaching with the mediating role of computer self-efficacy

The purpose of the present study was to investigate the impact of the perceived innovative organizational atmosphere on the teacher's continuous use of e-teaching with the mediating role of computer self-efficacy using a structural equation modeling. It was a causal-correlation research. The research population included 312 male teachers, from which a sample of 172 participants were selected using the Cochran Formula and cluster sampling method. The research instruments were of three types: King et al. )2007( the perceived innovative organizational atmosphere standard questionnaire, Karsten and Roth )1998( computer self-efficacy questionnaire, and Chou et al. )2010( continuous use of e-teaching questionnaire. The reliability of the questionnaires, which was computed using Cronbach’s alpha was 0.85, 0.88, and 0.92, respectively. The fitness of the structural equation model was determined using Lisrel8.54 software. Findings indicated that the innovative organizational atmosphere has a positive and significant result on the teacher's continuous use of e-teaching and their computer self-efficacy. The GFI was equal to 0.92 and the Root Mean Square Error of Approximation )RMSEA( in the latent variable model was equal to 0.074. So, the model has had a favorable fitness and as a result, the structural equation modeling of the perceived innovative organizational atmosphere had a direct influence on the computer self-efficacy and an indirect influence on the teachers’ continuous use of e-teaching through computer self-efficacy. It could be concluded that using innovative organizational atmosphere at schools, and increasing the teachers’ computer self-efficacy, principals could see the continuous use of e-teaching in the classrooms.