Understanding K12 Teachers' Continuance Intention and Behavior toward Online Learning Communities

Despite the increasing popularity of online learning communities, very little is known about K12 teachers' intrinsic and extrinsic motivations that influence their continuance intention and behavior of online learning communities. To understand K12 teachers' continuance intention and behavior toward online learning communities in their professional development, this study integrates the theories of planned behavior and self-determination to build a research model of factors affecting teachers' continuance intention and behavior toward online learning communities. This study tested the model through empirical research. The researchers conducted an online questionnaire survey and eventually collected 309 valid samples. Data analysis is made by structural equation model (SEM) The results indicate that the proposed theoretical model provided a deep understanding of teachers' continuance intention and behavior towards online learning communities. The findings from this study suggest that teachers' continuance intention toward online learning communities are significantly affected by attitude, perceived behavioral control and satisfaction. Furthermore, competence and relatedness significantly affects satisfaction. In addition, teachers' behavior is significantly influenced by continuance intention and satisfaction. The implications for practice are also discussed in this study.