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Factors Promoting Teaching Behavior of English Teachers in Primary Schools in Chengdu High-Tech Zone, China |
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| รหัสดีโอไอ | |
| Creator | Xiaoqin Fan |
| Title | Factors Promoting Teaching Behavior of English Teachers in Primary Schools in Chengdu High-Tech Zone, China |
| Publisher | Assumption University Press |
| Publication Year | 2567 |
| Journal Title | AU-GSB e-Journal |
| Journal Vol. | 17 |
| Journal No. | 2 |
| Page no. | 64-72 |
| Keyword | Teaching Behavior, Attitude, Subjective Norms, Behavioral Intention, Behavior |
| URL Website | http://www.assumptionjournal.au.edu/index.php/AU-GSB/article/view/7599 |
| Website title | AU-GSB e-Journal |
| ISSN | 1906-3296 |
| Abstract | Purpose: The study aims to investigate the influence of the teaching behavior of primary school English teachers in Chengdu High-Tech Zone, China. The conceptual framework includes perceived ease of use, perceived usefulness, attitude, subjective norms, behavioral intention, and behavior. Research design, data, and methodology: The population and sample size are 500 primary school English teachers who are 21 years old and above in the Chengdu high-tech zone, China. The researchers used three steps to collect target samples: purpose or judgment, convenience, and snowball sampling. Before the data collection, the validity of the research instrument was assessed by the index of item-objective congruence (IOC) and a pilot test by the Cronbach's alpha coefficient reliability test. In addition, confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used to analyze the reliability of study variables and conceptual frameworks. Results: The results show that perceived ease of use significantly influences perceived usefulness. Perceived ease of use and perceived usefulness have a significant influence on attitude. Attitude significantly influences behavioral intention. Behavioral intention significantly influences behavior. Nevertheless, subjective norms have no significant influence on behavioral intention. Conclusions: Educational institutions can develop strategies that address the specific normative influences prevalent within their unique contexts. |
