Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies
The current study aimed to highlight the factors that may influence teachers' psychological resistance to digital technologies in entrepreneurship and business schools. Theoretically grounded in the diffusion of innovations theory and the theory of planned behavior, the current research investi...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1004078/full |
| _version_ | 1811204317694132224 |
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| author | Suhaib Khalid AL-Takhayneh Wejdan Karaki Rashad Ahmad Hasan Bang-Lee Chang Junaid M. Shaikh Wajiha Kanwal |
| author_facet | Suhaib Khalid AL-Takhayneh Wejdan Karaki Rashad Ahmad Hasan Bang-Lee Chang Junaid M. Shaikh Wajiha Kanwal |
| author_sort | Suhaib Khalid AL-Takhayneh |
| collection | DOAJ |
| description | The current study aimed to highlight the factors that may influence teachers' psychological resistance to digital technologies in entrepreneurship and business schools. Theoretically grounded in the diffusion of innovations theory and the theory of planned behavior, the current research investigates teachers' psychological resistance to digital innovation, school culture and climate, and moderation of teacher attitudes toward educational technologies. A cross-sectional field survey of 600 business and entrepreneurship school teachers was conducted in Jordan. In this study, partial least square-structural equation modeling (PLS-SEM) was used to assess the variables' “direct and moderating impacts” using the Smart PLS software 3.0. According to the results, school culture and school innovation climate had a considerable positive impact on teachers' resistance to digital innovation. Additionally, teachers' attitudes toward educational technologies moderated the relationship between study constructs in the framework. The study is a significant advance to the literature related to entrepreneurship, business education, and digital innovation. Several key policy insights and recommendations for further research, as well as theoretical and practical implications, are suggested. |
| first_indexed | 2024-04-12T03:11:00Z |
| format | Article |
| id | doaj.art-858d486d278646368a3a0fd51e7c5a3a |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T03:11:00Z |
| publishDate | 2022-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-858d486d278646368a3a0fd51e7c5a3a2022-12-22T03:50:21ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-09-011310.3389/fpsyg.2022.10040781004078Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologiesSuhaib Khalid AL-Takhayneh0Wejdan Karaki1Rashad Ahmad Hasan2Bang-Lee Chang3Junaid M. Shaikh4Wajiha Kanwal5Department of Guidance and Special Education, Faculty of Educational Sciences, Mu'tah University, Kerak, JordanDepartment of Psychology, Faculty of Educational Sciences, Mu'tah University, Kerak, JordanDepartment of Counselling and Mental Health, The Ministry of Education, University Brigade/Capital Governorate, Amman, JordanDepartment of Architecture and Urban Design, College of Environmental Design, Chinese Culture University, Taipei, TaiwanDepartment of Accounting, School of Business, University of Technology Brunei, Jerudong, BruneiDepartment of Education, University of Wah, Wah Cantt, PakistanThe current study aimed to highlight the factors that may influence teachers' psychological resistance to digital technologies in entrepreneurship and business schools. Theoretically grounded in the diffusion of innovations theory and the theory of planned behavior, the current research investigates teachers' psychological resistance to digital innovation, school culture and climate, and moderation of teacher attitudes toward educational technologies. A cross-sectional field survey of 600 business and entrepreneurship school teachers was conducted in Jordan. In this study, partial least square-structural equation modeling (PLS-SEM) was used to assess the variables' “direct and moderating impacts” using the Smart PLS software 3.0. According to the results, school culture and school innovation climate had a considerable positive impact on teachers' resistance to digital innovation. Additionally, teachers' attitudes toward educational technologies moderated the relationship between study constructs in the framework. The study is a significant advance to the literature related to entrepreneurship, business education, and digital innovation. Several key policy insights and recommendations for further research, as well as theoretical and practical implications, are suggested.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1004078/fullschool innovation climateschool cultureresistance to digital innovationattitude toward technologybusiness school teachersentrepreneurship |
| spellingShingle | Suhaib Khalid AL-Takhayneh Wejdan Karaki Rashad Ahmad Hasan Bang-Lee Chang Junaid M. Shaikh Wajiha Kanwal Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies Frontiers in Psychology school innovation climate school culture resistance to digital innovation attitude toward technology business school teachers entrepreneurship |
| title | Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies |
| title_full | Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies |
| title_fullStr | Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies |
| title_full_unstemmed | Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies |
| title_short | Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies |
| title_sort | teachers psychological resistance to digital innovation in jordanian entrepreneurship and business schools moderation of teachers psychology and attitude toward educational technologies |
| topic | school innovation climate school culture resistance to digital innovation attitude toward technology business school teachers entrepreneurship |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1004078/full |
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