Sociodemographic Profile as Moderators in the Technology Acceptance of Productivity Applications
2022 IEEE 14th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM)
(2022), pp. 1-6
Manuel B. Garcia
a
,
Geliza Marie I. Alcober
a
,
Renato R. Maaliw
b
,
Brandon G. Sibbaluca
c
,
Jayson A. Dela Fuente
d
,
Anna Liza A. Ramos
e
a FEU Institute of Technology, Manila, Philippines
b Southern Luzon State University, Quezon, Philippines
c Emilio Aguinaldo College Cavite, Cavite, Philippines
d Northern Negros State College of Science and Technology, Negros Occidental, Philippines
e Saint Michael's College of Laguna, Laguna, Philippines
Abstract: During the outbreak of COVID-19, the productivity gap between working in the office and at home has become a more critical issue in the labor market. For teachers with numerous vital responsibilities, the inescapable increased workload results in less productivity and efficiency. Following the reliance on productivity applications to lessen labor, we investigated the moderating effects of sociodemographic profiles of teachers through the Technology Acceptance Model. The demographic makeup of our participants (n = 513) was dominated by assistant professors, females, married, licensed teachers, aged 25 to 34 with a teaching experience of 6 to 10 years, and permanent and full-time in a public university. Our findings demonstrate that sociodemographic variables moderate the effects of perceived usefulness (PU) and perceived ease of use (PEOU) on teachers’ behavioral intention to use (BITU), except for the effects of gender in PEOU → BITU, teaching experience in PEOU → BITU, and educational attainment in PU → BITU.