Research on Influencing Factors of Teachers’ Primary Acceptance of Live Teaching in Primary and Secondary Schools

Drawing upon the Unified Theory of Acceptance and Use of Technology, we construct a theoretical model to analyze the influencing factors of primary and secondary school teachers' acceptance of live teaching. It investigates 486 teachers from primary and secondary school in China to explore the factors influencing their acceptance of live teaching. These findings reveal that Performance Expectation, Social Influence and Facilitating Conditions have significant positive effects on the acceptance of live teaching. Additionally, variables such as teaching years, experience and information technology proficiency can moderate the related path coefficients. Consequently, it is proposed that we can enhance teachers' internal motivation for live teaching by focusing on aspects such as value guidance and mechanism encouragement, environmental construction and technology empowerment, peer learning, and integration of knowledge and practice, so as to provide teachers with live teaching conditions and improve teachers' live teaching skills, thus improving teachers' acceptance of live teaching and facilitate the sustainable and efficient development of this teaching approach.

本研究基于技术接受与使用统一理论（Unified Theory of Acceptance and Use of Technology），构建理论模型以分析中小学教师接受直播教学的影响因素。本研究调研了中国486名中小学教师，以探究影响其接受直播教学的各类因素。研究结果显示，绩效期望、社会影响与促进条件对教师接受直播教学均具有显著正向影响。此外，教龄、教学经验与信息技术熟练度等变量可对相关路径系数起到调节作用。据此，本研究提出可通过价值引导与机制激励、环境建设与技术赋能、同伴学习以及知行融合等路径，提升教师开展直播教学的内在动机，为教师提供直播教学所需的条件并提升其直播教学技能，进而增强教师对直播教学的接受度，推动该教学模式实现可持续且高效的发展。