Investigating the influence of academic staff's resistance to change regarding technology readiness: The mediating role of technology self-efficacy

Abstract

This research investigates the influence of academic staff's resistance to change regarding technology readiness: The mediating role of technology self-efficacy. The comprehensive survey findings offer distinct perspectives on participants' viewpoints, showing a generally favourable disposition towards their readiness and competence in utilising technology within educational settings. The participants' exceptional acceptance is evident in the mean scores, particularly the significant average of 4.60, accompanied by a small level of variability (standard deviation = 1.38) concerning software readiness. Likewise, the mean score of 4.69 signifies the participants' level of assurance in embracing technological tools across multiple academic disciplines, suggesting a disposition towards incorporating technology. The aforementioned favourable viewpoints align with the principles of the technology self-efficacy theory, which underscores the significance of individuals' confidence in their aptitude to use technology effectively. Moreover, the research sheds light on the impact of anxiety as a potential source of stress that affects individuals' inclination to engage with technology, specifically among individuals who have grown up in the digital age. The participants exhibited notable self-assurance and perceived proficiency in incorporating technology, emphasising satisfying psychological needs for motivation and optimal performance. This underscores the significance of self-determination theory and flow theory. Significantly, the mean ratings indicating substantial proficiency in technology utilisation, ranging from 4.4 to 4.6, reflect a positive and assured perception among academic faculty members. The present study acknowledges the variability in responses, as indicated by the standard deviations, which reflect individual variations in viewpoints and experiences within educational interventions. The results presented here enhance our understanding of the intricate relationship between resistance to change among academic staff, readiness to adopt technology and self-perceived ability to effectively use technology. Including precise quantitative measures, such as means and standard deviations pertaining to various constructs, provides a robust foundation for comprehending the research outcomes. This study underscores the significance of tailored interventions and support systems within educational settings to address psychological factors and promote successful technology adoption.