Research on K-12 Teachers’ Continuance Intention of Online Teaching-Based on the Extended ECM-IS Model

In recent years, online teaching has become a hot topic in K-12 education reform. Based on the expectation confirmation model of information systems continuance (ECM-IS), four individual characteristic factors of self-efficacy, innovation, perceived risk and information literacy as well as two external environmental factors of subjective norms and facilitating conditions were introduced to build a theoretical model of factors affecting teachers’ continuance intention of online teaching from the perspective of "technology-individual-environment". This study tested model encompassing nine variables through empirical research. Data were collected on a sample of 59156 K-12 teachers who have had an online teaching experience during COVID-19 using an online questionnaire. Data were modelled using the partial least squares-structural equation model (PLS-SEM) to test the hypotheses. Results indicated that perceived usefulness and satisfaction in the ECM-IS model have significant effect on teachers’ continuance intention while self-efficacy, information literacy, innovation and subjective norms were found to significantly affect teachers’ continuance intention. However, perceived risk and facilitating conditions have no effect on continuance intention. According to the results, there are some suggestions for better online teaching effects: improving hardware facilities and software resources, innovating teacher training and research methods, and optimizing online teaching service supply.