Integrating the technology acceptance model for social media-based learning with authentic leadership development: symmetric and asymmetric modeling
Asghar, Muhammad Zaheer; Rasool, Samma Faiz; Seitamaa-Hakkarainen, Pirita; Arif, Seema; Bano, Sumaira (2023-11-13)
Asghar, Muhammad Zaheer
Rasool, Samma Faiz
Seitamaa-Hakkarainen, Pirita
Arif, Seema
Bano, Sumaira
Frontiers media
13.11.2023
Asghar MZ, Rasool SF, Seitamaa-Hakkarainen P, Arif S and Bano S (2023) Integrating the technology acceptance model for social media-based learning with authentic leadership development: symmetric and asymmetric modeling. Front. Psychol. 14:1131133. doi: 10.3389/fpsyg.2023.1131133
https://creativecommons.org/licenses/by/4.0/
© 2023 Asghar, Rasool, Seitamaa-Hakkarainen, Arif and Bano. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
https://creativecommons.org/licenses/by/4.0/
© 2023 Asghar, Rasool, Seitamaa-Hakkarainen, Arif and Bano. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202404242929
https://urn.fi/URN:NBN:fi:oulu-202404242929
Tiivistelmä
Abstract
Introduction:
The growing trend of social media use has influenced all segments of society, including education, during the COVID-19 pandemic. At the same time, authentic leadership is an emerging concept in positive psychology for dealing with emergencies in the digital era. The possibility of a relationship between the two was checked in preservice teachers studying in a teacher education department of a university in Pakistan. The conceptual framework of the study was built around teaching acceptance model (TAM) and Authentic leadership theory.
Methods:
The survey method suited the aim of the research, and questionnaires aided us in gathering participant self-reporting responses. We conducted two surveys, and in between them, a course was taught online using social media as a teaching and learning platform. The survey results checked preservice teachers’ positive intentions toward social media-based learning, and the post-course survey studied the development of Authentic leadership attributes among the preservice teachers. Technology acceptance was measured across three constructs: ease of use, usefulness, and positive intentions. The results also reported the development of three authentic leadership characteristics: ethics, self-regulation, and self-awareness.
Results and discussion:
This study is among the pioneering studies integrating TAM (i.e., the acceptance of social media-based learning) with leadership theory (i.e., authentic leadership). It also adds a methodological contribution by combining symmetrical (i.e., partial least squares structural equation modeling) and asymmetrical (i.e., fuzzy set qualitative comparative technique) for data analysis. The study’s findings are valuable for teacher education institutions, as they help prepare future teachers to become authentic leaders capable of addressing future crises by leveraging education through social media-based teaching and learning platforms.
Introduction:
The growing trend of social media use has influenced all segments of society, including education, during the COVID-19 pandemic. At the same time, authentic leadership is an emerging concept in positive psychology for dealing with emergencies in the digital era. The possibility of a relationship between the two was checked in preservice teachers studying in a teacher education department of a university in Pakistan. The conceptual framework of the study was built around teaching acceptance model (TAM) and Authentic leadership theory.
Methods:
The survey method suited the aim of the research, and questionnaires aided us in gathering participant self-reporting responses. We conducted two surveys, and in between them, a course was taught online using social media as a teaching and learning platform. The survey results checked preservice teachers’ positive intentions toward social media-based learning, and the post-course survey studied the development of Authentic leadership attributes among the preservice teachers. Technology acceptance was measured across three constructs: ease of use, usefulness, and positive intentions. The results also reported the development of three authentic leadership characteristics: ethics, self-regulation, and self-awareness.
Results and discussion:
This study is among the pioneering studies integrating TAM (i.e., the acceptance of social media-based learning) with leadership theory (i.e., authentic leadership). It also adds a methodological contribution by combining symmetrical (i.e., partial least squares structural equation modeling) and asymmetrical (i.e., fuzzy set qualitative comparative technique) for data analysis. The study’s findings are valuable for teacher education institutions, as they help prepare future teachers to become authentic leaders capable of addressing future crises by leveraging education through social media-based teaching and learning platforms.
Kokoelmat
- Avoin saatavuus [32150]