Acceptance of Technolgy-Based Teaching and Learning (T-BT&L) among Special Education Teachers Through the Integration of Subjective Norms and Self-Efficiency

Abstract

Technology-based Learning and Teaching (T-BT&L) is not something new to teachers since 2000 because this method is accepted as a support for conventional learning carried out in the classroom. However, during the Covid-19 pandemic, T-BT&L through the Home-Based Teaching and Learning has become a necessity for educators. Therefore, all teachers need to fully implement T-BT&L by using various technology tools to replace face-to-face learning. The purpose of this study is to explore special education teachers' acceptance of the T-BT&L learning approach in Malaysia based on the Technology Acceptance Model during the Covid-19 pandemic period. A total of 100 special education teachers from the state of Johor were randomly selected as respondents in this study. Quantitative data was collected through a questionnaire based on five Likert scales containing 11 questions. The results of the study were analysed using descriptive statistics involving mean values and standard deviations. Findings show that the overall mean value for the level of self-efficacy is 3.89, which means that the majority of special education teachers have confidence in their ability to use technology effectively in implementing T-BT&L. In addition, the mean of the overall subjective norm is 3.75, which means that many teachers think it is not a problem to accept a T-BT&L approach that is based on technology. The findings of this study are expected to be used as a guide for administrators and the Malaysian Ministry of Education (KPM) to plan T-BT&L sessions using educational technology tools that is in line with current trends.