The Impact of Direct and Indirect Effects of Components of Davis' Technology Acceptance Model on Persistence in Use of Technology in Teachers' Teaching Process

This study aimed to investigate the direct and indirect effect of beliefs (ease and usefulness), attitude, and behavioral intention to use technology on teachers' persistence in teaching with technology. For this purpose, a correlational research method was used and 150 teachers were selected from 255 teachers in Shahr-e Babak according to the Krejcie and Morgan random sampling table by two-stage cluster sampling method. Data were collected using the TAM questionnaire and subscale of persistence in teaching with ICT and analyzed by path analysis method. The results showed that the direct effect of behavioral intention and attitude toward the use of technology on teachers' persistence in teaching with technology was positive and significant but the direct effect of perceived ease and usefulness beliefs of technology use on teachers' persistence in teaching with was not significant. The simple mediating results showed that attitude toward the use of technology plays a positive and significant role in the relationship between perceived ease of use technology and persistence in teaching with technology, and behavioral intention of use technology as a positive and significant mediating role in the relationship between perceived usefulness of use technology and persistence in teaching with technology. The results of serial mediating also showed that the serial of behavioral intention, and perceived usefulness of use technology, and the serial of behavioral intention, and attitude toward the use of technology have a positive and significant mediating role in the relationship between perceived ease of use technology with persistence in teaching with technology. These results showed that behavioral intention and attitudes toward the use of technology play an important role in the persistence in the use of technology in the teachers' teaching process.