Theoretical Review of Organisational Commitment, Secondary School Teachers' Digital Phobia and Blended Learning Effectiveness: Implications for Sustainable Education

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dc.contributor.authorMobolaji T. AYANSHINA
dc.contributor.authorAfolakemi O. OREDEIN
dc.date.accessioned2024-08-29T11:19:50Z
dc.date.available2024-08-29T11:19:50Z
dc.date.issued2023
dc.description.abstractThis theoretical review applies the Unified Theory of Acceptance and Use of Technology (UTAUT) to explain the relationship between organizational commitment, secondary school teachers' digital phobia and blended learning effectiveness in Ibadan Metropolis and its implication on sustainable education for development. We explore the moderating variables of UTAUT that may change the way a teacher responds to the usage of technology, in this regard- blended learning. Variables such as job satisfaction, management or stakeholder support, empowerment, and social status to examine how it will affect the use of blended learning teaching approach in secondary schools using literature review. The study examines the implications of these factors for sustainable education. The findings suggest that organizational commitment is positively related to blended learning effectiveness, while digital phobia is negatively related to blended learning effectiveness. The study recommends creating a supportive organizational culture, addressing digital phobia, and providing flexibility in teaching methods to promote sustainable education in Nigeria.
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/731
dc.language.isoen
dc.publisherDepartment of Educational Management Faculty of Arts & Education Lead City University, Ibadan, Oyo State, Nigeria
dc.relation.ispartofseriesLead City University Postgraduate Multidisciplinary Serial
dc.subjectOrganisational commitment
dc.subjectteachers
dc.subjectdigital phobia
dc.subjectblended learning effectiveness
dc.subjectsustainable education
dc.titleTheoretical Review of Organisational Commitment, Secondary School Teachers' Digital Phobia and Blended Learning Effectiveness: Implications for Sustainable Education

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