Factors Influencing the Acceptance and Utilization of Educational Innovation through a Learning Network for the Development of Teacher

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Factors Influencing the Acceptance and Utilization of Educational Innovation through a Learning Network for the Development of Teacher

Profession in Basic Educational Institutions, Bangkok Metropolitan

Ong-Art Naiyapatana*

Nanapat Poltema**

Received: October, 2011 Accepted: December, 2011

Abstract

The purpose of this study was to investigate the factors influencing the acceptance and utilization of educational innovation through leaning network in basic educational institutions, Bangkok. The samples were 2,852 elementary and secondary teachers in the academic year of 2551 under the jurisdiction of all Educational Areas of Bangkok who were simple randomly selected. Five latent variables of the study were measured from 22 observational variables. The independent variables included 1) latent variable of social working transfer in school organization that was measured from four observational variables including teachers’ working style transferred from (a) one-to-one, (b) one- to–group, (c) one-to-formal group, and (d) one-to-computer network, 2) latent variable of self

adaptation atmosphere to follow school events that was measured from five observational variables including (a) schools’ innovation atmosphere, (b) management support, (c) working performance support, (d) policy implication for enhancing adaptation atmosphere in schools, and (e) information exchange in schools, 3) latent variable of teachers’ accomplishment perception that was measured from 7 observational variables including (a) decision making influence, (b) school material influence, (c) instructional management, (d) class/school discipline management, (e) parents participation request, (f) social participation request, and (g) creating schools’ positive environment and 4) latent variable of achievement motivation to teacher working performance that was measured from 3 observational variables including (a) teachers’ working inspiration, (b) teachers’ working endurance, and (c) teachers’

enthusiasm for teacher professional development. The dependent variable included latent variable of educational innovation acceptance and utilization that was measured from 3 observational variables including 1) frequency of using learning network, 2) time of using a learning network, and 3) intention and confirmation of using the learning network.

The finding was summarized that the model following the hypothesis was relevant to evident data in the moderate level. Its _F² was 1076.55, p=00, GFI=.97, AGFI = .94, SRMR = .043, and RMSEA=.047. The variable that directly influenced to acceptance and utilization of educational innovation was teachers’

achievement perception, self adaptation atmosphere to follow school events, social working transfer in school organization, and achievement motivation in teacher working performance. Their influencing values were .40, .35, .26, and .11 respectively. The factors that indirectly influenced the acceptance and utilization of educational innovation were teachers’ achievement perception, self adaptation atmosphere to follow school events through working social transfer in schools. Their influencing values were .06 and .10 respectively. All causal variables could explain the variances of educational innovation acceptance and utilization at the percentage of 68.

Keywords:acceptance of innovation, use of innovation, learning network, social working transfer, development of teacher profession

* Associate Professor at Educational Measurement and Research Department, Faculty of Education, Srinakharinwirot University, e-mail: [email protected]

**Teacher at Watmongkutgasatriyaram School, Bangkok

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(14)

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