The Context of Comprehensive Change Adoption Framework on Education Transformation Programme

Abstract

This paper investigated the influence of the contexts Workload Expectancy (WE), Constructivists Pedagogical Beliefs (CPB), Self-Efficacy (SE), Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI) and Facilitating Conditions (FC) that influence the Behavioural Intention (BI) among teachers in Malaysian public schools to use the Frog Virtual Learning Environment (VLE) programme. In Malaysia, improving student's outcomes is an area of great interest and is key to creating better future for the nation. The paper used a sample of 999 publicschool teachers which consisted of primary school teachers and secondary school teachers across Malaysia who were analyzed using a partial least squares approach via Smart PLS 3.0. The study revealed that performance expectancy, social influence and facilitating conditions leads to behavioural intention to use the FROG VLE programme among the teachers. However, workload expectancy, constructivists' pedagogical beliefs, self-efficacy and effort expectancy did not lead to behavioural intention. Contribution/Originality: This study is expected to help the Malaysian Ministry of Education to revisit and revise the guidelines in Frog VLE implementation. The issues related to Frog VLE implementation have long been discussed and highlighted by various parties, but no studies have been done to investigate this matter seriously. Earlier discussion with teachers and headmasters were conducted which shows that the majority of those interviewed were unhappy with the Frog VLE implementation. The researcher felt that it was urgent to investigate the matter. Solving the recurring issues of additional obligations beyond their capabilities and potentials faced by teachers, would make the government more prepared to equip and enhance teachers' professionalism with decent ICT knowledge and competencies.