The purpose of this quantitative correlational-predictive study was to determine if and to what extent the factors of e-learning technology acceptance predict job satisfaction when potentially mediated by learning culture in a population of U.S. salespeople. The theoretical framework is based on a model containing four factors of e-learning technology acceptance namely performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC) as predictor variables, organizational learning culture (OLC) as a mediating variable, and job satisfaction (JSat) as a criterion variable. The research questions examined the statistical significance of the model paths. A sample of 214 U.S. salespeople who were 18 years of age or older, have an associate degree or higher, have worked for their organization for at least 12 months, and have taken at least one e-learning course related to their job in the last six months completed online surveys. FC did not meet the reliability criteria and was removed from the analysis. None of the factors of e-learning technology acceptance (PE, EE, and SI) reached statistical significance when predicting JSat. PE, EE, and SI were predictive of OLC (β = .559, p < .001; β = .274, p = .001; β = .412, p < .01 respectively). OLC was predictive of JSat (β = .646, p < .001). OLC fully mediated an indirect effect of PE and EE on JSat (β = .226, p < .01 and β = .140, p < .05 respectively) with SI approaching significance (p = .052). The PE → JSat and SI → OLC → JSat paths that were significant in the Lin et al. study were not significant in this study. The results of the current study provide limited support for the model proposed by Lin et al. and warrant further research.
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