MOTIVATIONAL FACTORS THAT INFLUENCE TEACHER’S ACCEPTANCE OF VIRTUAL LEARNING ENVIRONMENTS

This study used the Unified Theory of Acceptance and Use of Technology (UTAUT) which has been widely used to detect the level of acceptance of the technology in an organization. The study was conducted using a quantitative survey using UTAUT instruments. Data were collected using a questionnaire involving 364 secondary school teachers were selected randomly in the Central Zone and South Zone, Malaysia. Data were analyzed using descriptive and inferential analysis, namelythe Pearson correlation and regression analysis. The study found that there was a significant correlation between intrinsic motivation (r = 0.61) and extrinsic motivation (r = 0.56) with the intention to use among teachers. The study also found that there was a significant relationship between intrinsic motivation (r = 0.51) and extrinsic motivation (r = 0.50) with the use of the VLE among teachers. Further, the results of multiple linear regression analysis also proved that the intrinsic motivation and extrinsic motivation contributed significantly, namely 40.4 per cent of the intention to use and 30.1% for the use of VLE among teachers. This proves that motivation is important and needs to be studiedandcultivated among teachers to ensure acceptability and use of the VLE among teachers.