Investigating the Effect of Organizational Innovative Climate on Continuous Use of Electronic Teaching with the Role of Computer Self-Efficacy Among Male Teachers

Nowadays, more than ever, teachers need to adapt using new technologies in teaching, especially when electronic teaching is a necessity.
The present study aimed at evaluating the effect of organizational perceived innovative climate on continuous use of electronic teaching with the role of computer self-efficacy among male teachers in Ardabil province.
This was a correlational study with causal modeling. The study population consisted of 312 male teachers. The sample of 172 teachers was selected using cluster sampling method and Cochran formula. Three questionnaires were used for data collection: King et al. innovative organizational climate, Karsten and Roth computer self-efficacy, and Chow et al. Continued use of electronic teaching. The experts confirmed the face and content validity and the reliability of the questionnaire (0.78, 0.82, and 0.89, respectively) using Cronbach’s alpha. The data were analyzed using SPSS 20 software and LISREL software (Version 8.54).
The results showed the impact of perceived innovative climate on computer self-efficacy and revealed that the continuous use of electronic teaching among the teachers was positive and significant (P Organizational innovative climate can be more successful and effective in schools by employing teachers who have knowledge of the continued use of electronic teaching and by improving their computer self-efficacy.