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Teachers’ acceptance and use of digital learning environments after hours : implications for work-life balance and the role of integration preference

Robin Bauwens, Jolien Muylaert (UGent) , Els Clarysse (UGent) , Mieke Audenaert (UGent) and Adelien Decramer (UGent)
(2020) COMPUTERS IN HUMAN BEHAVIOR. 112.
Author
Organization
Abstract
While a growing number of teachers use information and communication technology (ICT) for work tasks outside the formal working hours and premises, research is inconclusive how this relates to their work-life balance. Following calls to examine the antecedents and moderating mechanisms of such behavior, the present study aims to examine how technology acceptance relates to work-related ICT use after hours (WIA) and work-life balance, as well as how employees' integration preference affects these relationships. Data was collected among 288 secondary school teachers in Flanders (Belgium) concerning their use of digital learning environments (DLE) beyond school grounds and school hours. Structural equation modelling shows that social influence reduces teachers' work-life balance mediated by WIA. While there was no support for other technology acceptance factors or the moderating role of integration preference, performance expectancy of the DLE and integration preference were associated with a higher work-life balance. Hereby, this study contributes to research on WIA by integrating the technology acceptance framework with boundary theory and work-life research. Overall, the findings show that DLE have an impact on teachers’ work-life balance independent of technological factors or their personal preference, underscoring the importance of school policies that cement the use of DLE in the private domain.
Keywords
Technology acceptance, Boundary theory, Integration preference, Work-related ICT use After hours, Work-life balance, Teachers, COMMUNICATION TECHNOLOGIES, FAMILY CONFLICT, INFORMATION-TECHNOLOGY, MANAGEMENT-SYSTEMS, ICT-USE, SATISFACTION, SEGMENTATION, RESOURCES, BEHAVIOR, BORDER

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MLA
Bauwens, Robin, et al. “Teachers’ Acceptance and Use of Digital Learning Environments after Hours : Implications for Work-Life Balance and the Role of Integration Preference.” COMPUTERS IN HUMAN BEHAVIOR, vol. 112, 2020, doi:10.1016/j.chb.2020.106479.
APA
Bauwens, R., Muylaert, J., Clarysse, E., Audenaert, M., & Decramer, A. (2020). Teachers’ acceptance and use of digital learning environments after hours : implications for work-life balance and the role of integration preference. COMPUTERS IN HUMAN BEHAVIOR, 112. https://doi.org/10.1016/j.chb.2020.106479
Chicago author-date
Bauwens, Robin, Jolien Muylaert, Els Clarysse, Mieke Audenaert, and Adelien Decramer. 2020. “Teachers’ Acceptance and Use of Digital Learning Environments after Hours : Implications for Work-Life Balance and the Role of Integration Preference.” COMPUTERS IN HUMAN BEHAVIOR 112. https://doi.org/10.1016/j.chb.2020.106479.
Chicago author-date (all authors)
Bauwens, Robin, Jolien Muylaert, Els Clarysse, Mieke Audenaert, and Adelien Decramer. 2020. “Teachers’ Acceptance and Use of Digital Learning Environments after Hours : Implications for Work-Life Balance and the Role of Integration Preference.” COMPUTERS IN HUMAN BEHAVIOR 112. doi:10.1016/j.chb.2020.106479.
Vancouver
1.
Bauwens R, Muylaert J, Clarysse E, Audenaert M, Decramer A. Teachers’ acceptance and use of digital learning environments after hours : implications for work-life balance and the role of integration preference. COMPUTERS IN HUMAN BEHAVIOR. 2020;112.
IEEE
[1]
R. Bauwens, J. Muylaert, E. Clarysse, M. Audenaert, and A. Decramer, “Teachers’ acceptance and use of digital learning environments after hours : implications for work-life balance and the role of integration preference,” COMPUTERS IN HUMAN BEHAVIOR, vol. 112, 2020.
@article{8669892,
  abstract     = {{While a growing number of teachers use information and communication technology (ICT) for work tasks outside the formal working hours and premises, research is inconclusive how this relates to their work-life balance. Following calls to examine the antecedents and moderating mechanisms of such behavior, the present study aims to examine how technology acceptance relates to work-related ICT use after hours (WIA) and work-life balance, as well as how employees' integration preference affects these relationships. Data was collected among 288 secondary school teachers in Flanders (Belgium) concerning their use of digital learning environments (DLE) beyond school grounds and school hours. Structural equation modelling shows that social influence reduces teachers' work-life balance mediated by WIA. While there was no support for other technology acceptance factors or the moderating role of integration preference, performance expectancy of the DLE and integration preference were associated with a higher work-life balance. Hereby, this study contributes to research on WIA by integrating the technology acceptance framework with boundary theory and work-life research. Overall, the findings show that DLE have an impact on teachers’ work-life balance independent of technological factors or their personal preference, underscoring the importance of school policies that cement the use of DLE in the private domain.}},
  articleno    = {{106479}},
  author       = {{Bauwens, Robin and Muylaert, Jolien and Clarysse, Els and Audenaert, Mieke and Decramer, Adelien}},
  issn         = {{0747-5632}},
  journal      = {{COMPUTERS IN HUMAN BEHAVIOR}},
  keywords     = {{Technology acceptance,Boundary theory,Integration preference,Work-related ICT use After hours,Work-life balance,Teachers,COMMUNICATION TECHNOLOGIES,FAMILY CONFLICT,INFORMATION-TECHNOLOGY,MANAGEMENT-SYSTEMS,ICT-USE,SATISFACTION,SEGMENTATION,RESOURCES,BEHAVIOR,BORDER}},
  language     = {{eng}},
  pages        = {{9}},
  title        = {{Teachers’ acceptance and use of digital learning environments after hours : implications for work-life balance and the role of integration preference}},
  url          = {{http://doi.org/10.1016/j.chb.2020.106479}},
  volume       = {{112}},
  year         = {{2020}},
}
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