Development of TVET Teachers’ Beliefs about Technology Enriched Instruction through Professional Development Workshops: Application of the Technology Acceptance Model

This study explores how Technical and Vocational Teachers’ intentions to incorporate technology in teaching learning are influenced by their beliefs. It is theorised that teachers’ beliefs about using instructions perceptions of usefulness, ease use, self-efficacy. In the current study, a series workshops for technology-enriched were mounted professional development technical vocational teachers. these workshops, teachers planned, designed developed 21st century activities. Data was collected questionnaire, which distributed TVET teacher participants after completion instruction. The data subjected confirmatory factor analysis, structural equation modelling used analyze proposed modified Technology Acceptance Model (TAM) model. TAM model intention use technology, self-efficacy directly perceived usefulness variable, mediator variable intention. shown good fit explain variance 52% self-efficacy, 40% positive outcome enriched instruction program it provided common language skills overcame some concerns with regards integration lessons. contributes towards an understanding factors influence through programme