Forced transition to technology: role of self-efficacy and big five personality variables in the adoption of technology

Abstract

Purpose

The present study is mainly concerned with investigating the migration to online learning under the coronavirus disease 2019 (COVID-19) pandemic and analysing the adoption of technology in the context of Indian educational organisations. The purpose of the paper is to identify aspects that explain and predict the adoption propensity of new technology by users as a dependent variable, with perceived usefulness (PU) and perceived ease of use (PE) as independent variables and personality and self-efficacy as the moderator variables.

Design/methodology/approach

An online as well as offline survey is collected from N = 202 employees (teachers/faculty) from private (N = 97) and public (N = 105) educational organisations located in India. A conceptual model of technology adoption is developed and validated, measuring the impact of Big Five personality factors and self-efficacy on technology adoption.

Findings

Results of moderation analysis suggest that personality traits moderate the relationship between PU, PE and acceptance of technology (TAP).

Originality/value

The present research uniquely contributes to the limited literature on the role of personality and self-efficacy in adopting technology and the outcomes. Furthermore, the research captures the theoretical and practical understanding of the PU, PE and TAP link in educational organisation and COVID-19 context.

Citation

Tripathi, N., Upadhyay, S. and Das, H. (2022), "Forced transition to technology: role of self-efficacy and big five personality variables in the adoption of technology", International Journal of Educational Management, Vol. 36 No. 7, pp. 1131-1151. https://doi.org/10.1108/IJEM-02-2022-0065