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ABSTRACT

The global COVID-19 pandemic has created the urgent need for online instruction throughout all levels, including teacher professional development. As we move beyond the survival phase of remote teacher professional development, it is critical to well understand teacher acceptance and continued use of online professional development. Digital literacy and social presence (SP) have been widely studied to understand online teaching and learning process. However, there is a dearth of studies that examine the impact of digital literacy and SP on the acceptance of online teacher professional development (OTPD). This study aimed to examine if digital literacy and SP affected secondary school teachers’ acceptance and continued use of OTPD. A quantitative method was employed with two hundred and thirty-two Indonesian secondary school teachers completed a 48-item questionnaire based on an extended technology acceptance model and teacher digital literacy framework. Data were analyzed by structural equation modeling. The findings showed that digital literacy and SP significantly affected teachers’ acceptance of OTPD. Therefore, this study suggests that the proposed model is valid to explain teachers’ engagement in OTPD. The results have implications for educational leaders, designers, and facilitators who want to promote online professional development.

Keywords: OTPD, digital literacy, SP, acceptance of OTPD