BEYOND THE SCREEN: HOW PERSONALITY INFLUENCES SCIENCE TEACHERS' ENGAGEMENT WITH ONLINE TRAINING

Abstract

This study investigates the impact of the Big Five personality traits on science teachers' behavioral intentions to use online training platforms, with a focus on the mediating role of effort expectancy and the moderating effects of age, gender, and experience. The hypotheses tested reveal that Openness to Experience, Conscientiousness, Extraversion, and Agreeableness positively influence teachers' intentions, while Neuroticism has a negative effect. Notably, effort expectancy mediates the relationships between these traits and behavioral intentions, highlighting its significance in shaping teachers' engagement with online learning. Additionally, while age positively moderates the relationship between effort expectancy and behavioral intention, gender and experience show no significant effects. The findings suggest that personality traits play a crucial role in determining science teachers' willingness to embrace online training, and that enhancing effort expectancy can further motivate participation. The study emphasizes the importance of creating supportive and interactive online environments tailored to teachers' diverse needs, particularly for those exhibiting higher levels of Neuroticism. By adopting strategies that consider the influences of personality and demographic factors, educational institutions can enhance the engagement and effectiveness of online training initiatives, ultimately improving the professional development of science teachers and educational outcomes.