Understanding Parents' Intention to Use a Learning Community Management System in K-12 Schools: An Application of the Unified Theory of Acceptance and Use of Technology Model

摘要

Information systems that facilitate communication among faculty, staff, and parents are increasingly being adopted by K-12 schools. Despite their promise, schools are resisting these systems. The Unified Theory of Acceptance and Use of Technology (UTAUT) has been rarely tested to explain behavioral intention, acceptance, and sustained use of technology in the context of developing nations. We apply the UTAUT model to examine behavioral intention to use a learning community management system at a K-12 school in the Bahamas. Data were collected from 162 parents through a survey questionnaire. Results showed that facilitating conditions (FC), performance expectancy (PE), and effort expectancy (EE) are significantly related to behavioral intention. In addition, Age has a moderating role in PE and FC with respect to their effects on behavioral intention. Our findings extend the validation of the UTAUT model in different environments and may help educators, administrators, and policymakers implement meaningful ICT policies in line with their community's educational aspirations.