Factors Influencing Innovative Behaviour of Teachers in Secondary Schools in the North East of Nigeria

Innovative behaviour (IB) refers to the process of developing, generating, applying or promoting new ideas by employees to increase job performance. Today, the rapid social and technological changes in our environment highlight the significance of IB of employees and especially for teachers. Thus, this paper aimed to develop a conceptual framework of factors influencing innovative behaviour of teachers in secondary schools. The research was explored through critical related literature analysis. Findings were presented in form of descriptive analysis, which shows that workplace happiness (WP), organisational climate (OC), affective commitment (AF) and transformational leadership (TFL) play a direct role in affecting innovative behaviour. The paper concludes that WP, OC, AF and TL have a positive impact in creating the essential conditions to encourage teachers to show IB in schools

An empirical study on behavioural intention to reuse e-learning systems in rural China

The learner’s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners’ experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system’s success. Therefore, a better understanding of the multiple factors affecting the e-learner’s intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users’ behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness

Differences in intention to use educational RSS feeds between Lebanese and British students: A multi‑group analysis based on the technology acceptance model

Really Simple Syndication (RSS) offers a means for university students to receive timely updates from virtual learning environments. However, despite its utility, only 21% of home students surveyed at a university in Lebanon claim to have ever used the technology. To investigate whether national culture could be an influence on intention to use RSS, the survey was extended to British students in the UK. Using the Technology Adoption Model (TAM) as a research framework, 437 students responded to a questionnaire containing four constructs: behavioral intention to use; attitude towards benefit; perceived usefulness; and perceived ease of use. Principle components analysis and structural equation modelling were used to explore the psychometric qualities and utility of TAM in both contexts. The results show that adoption was significantly higher, but also modest, in the British context at 36%. Configural and metric invariance were fully supported, while scalar and factorial invariance were partially supported. Further analysis shows significant differences between perceived usefulness and perceived ease of use across the two contexts studied. Therefore, it is recommended that faculty demonstrate to students how educational RSS feeds can be used effectively to increase awareness and emphasize usefulness in both contexts

FOODLIT-PRO: Food literacy domains, influential factors and determinants—A qualitative study

Poor eating habits are increasing the prevalence of weight-related issues, such as diabetes and cardiovascular diseases. Given the demand to improve individuals’ food knowledge and competencies aiming at healthier behaviours, the current investigation explores the concept of food literacy. Considering the lack of a shared understanding of food literacy, this study aims to explore food literacy’s domains, influential factors and determinants. Using a qualitative deductive-dominant content analysis, 30 experts from food-related fields were interviewed. The obtained outcomes were compared to available food literacy frameworks. Agreement among inter-raters was nearly perfect (k = 0.82). Yielding a total of 184 codes nested within 19 categories, identified domains were Origin, Safety, Choice and Decision, Select and Acquire, Plan, Preserve, Prepare, Cook, and Knowledge; influential factors included Nutrition, Psychological, Health, Learning Contexts, Policy, Industry, Sustainability, and Social and Cultural; External determinants were “Access to Food-Related Information”, “Perishable and/or Unreliable Food-Related Information”, “Family Dynamic and/or Identity”, and “Professionals’ Unpreparedness on Food-Related Expertise”, and Internal determinants included “Prioritise Food”, “Convenience and Practicality”, “Time and Financial Management”, “Previous Food-Related Habits”, and “Innate and Learned Flavour Preferences”. In conclusion, more than half of the identified attributes (62.5%) are corroborated by the current literature. However, the manifested content unmatched with the current frameworks of food literacy literature express food-literacy-related fields of action, knowledge, competencies, and determinants that have not yet been explored. As such, this study provides new and useful information concerning food literacy definition and development, by identifying its domains, factors of influence, and potential determinants. Moreover, this work paves the way for new measurements and interventions within this field

Critical review of the e-loyalty literature: a purchase-centred framework

Over the last few years, the concept of online loyalty has been examined extensively in the literature, and it remains a topic of constant inquiry for both academics and marketing managers. The tremendous development of the Internet for both marketing and e-commerce settings, in conjunction with the growing desire of consumers to purchase online, has promoted two main outcomes: (a) increasing numbers of Business-to-Customer companies running businesses online and (b) the development of a variety of different e-loyalty research models. However, current research lacks a systematic review of the literature that provides a general conceptual framework on e-loyalty, which would help managers to understand their customers better, to take advantage of industry-related factors, and to improve their service quality. The present study is an attempt to critically synthesize results from multiple empirical studies on e-loyalty. Our findings illustrate that 62 instruments for measuring e-loyalty are currently in use, influenced predominantly by Zeithaml et al. (J Marketing. 1996;60(2):31-46) and Oliver (1997; Satisfaction: a behavioral perspective on the consumer. New York: McGraw Hill). Additionally, we propose a new general conceptual framework, which leads to antecedents dividing e-loyalty on the basis of the action of purchase into pre-purchase, during-purchase and after-purchase factors. To conclude, a number of managerial implementations are suggested in order to help marketing managers increase their customers’ e-loyalty by making crucial changes in each purchase stage

CONSUMERS’ WILLINGNESS TO BUY FOOD VIA THE INTERNET: A REVIEW OF THE LITTERATURE AND A MODEL FOR FUTURE RESEARCH

In the first part of the paper, existing studies on consumer propensity to buy via the Internet are reviewed in an attempt to shed light on factors explaining consumer willingness to buy food via the Internet. Following a model by Sindhav and Balazs (1999), determinants relating to medium, product, consumer, firm and environment are distinguished. In order to draw the various results together and provide a coherent framework for future research, we then propose a model which combines the Theory of Planned Behaviour and the lifestyle construct. The model can be used to analyse how beliefs affecting consumers intention to buy food via the Internet are formed and changed due to experience with such shoppingNo keywords;

Deliver security awareness training, then repeat:{deliver; measure efficacy}

Organisational information security policy contents are disseminated by awareness and training drives. Its success is usually judged based on immediate post-training self-reports which are usually subject to social desirability bias. Such self-reports are generally positive, but they cannot act as a proxy for actual subsequent behaviours.This study aims to formulate and test a more comprehensive way of measuring the efficacy of these awareness and training drives, called ASTUTE. We commenced by delivering security training. We then assessed security awareness (post-training), and followed up by measuring actual behaviours. When we measured actual behaviours after a single delivery of security awareness training, the conversion from intention to behaviour was half of the desired 100%. We then proceeded to deliver the training again, another two times.The repeated training significantly reduced the gap between self-reported intention and actual secure behaviours

Ascertaining the impact of endogenous and exogenous factors on the performance of students taking non-specialist accounting courses

This study aims to evaluate the potential determinants of academic performance of non-specialist accounting students. Considering both actual and initially expected performance, in conjunction with students’ learning styles and preferences, we use two econometric methods - Ordinal Probit and Ordinary Least Squared - in order to investigate and assess the impact of endogenous and the exogenous factors on the students’ academic achievement. Eventually, based on the results of our estimations, and by dividing the non-specialist students into segments, according to their demographic characteristics, we run a series of simulations to estimate empirically the likelihood of the students to report an academic performance weaker, in line, better, and considerably better than what they expected