Teachers’ Perspectives on the Implementation of E-Learning in Secondary Schools of Gauteng Province, South Africa

The incorporation of electronic technologies in educational institutions has demonstrated enhancements within the South African setting. This facilitated the transition from traditional pedagogical approaches to online and mixed formats. A comprehensive examination into the issues affecting the implementation of e-learning in secondary schools within the Gauteng North District has not yet been conducted. Research on educators' viewpoints regarding the determinants affecting the execution of e-learning in secondary school is scarce. This study aimed to investigate educators' views on the implementation of e-learning in secondary schools across the Gauteng Province, specifically in the Johannesburg North area. The study utilised the Technology Acceptance Model (TAM) as its theoretical foundation. A quantitative methodology was employed, involving 220 participants from 44 secondary schools in the Johannesburg North district who completed a questionnaire. The study employed a frequency distribution model to classify variables for respondent profiling. The questionnaire utilised a five-point Likert scale, ranging from "agree" to "strongly disagree." Data were analysed with the Statistical Package for Social Sciences (SPSS). The research hypothesis was examined using Structural Equation Modelling (SEM). Confirmatory Factor Analysis (CFA) was performed for each research item. The results demonstrate that perceived ease of use (PEU) and computer experience are critical determinants influencing the uptake of e-learning in secondary education. The research identified that the primary determinants affecting teachers' acceptance of e-learning in secondary schools within the Johannesburg North District are perceived ease of use and computer proficiency, therefore enhancing the current body of knowledge. This study illustrates that the perceived ease of use of technological systems substantially impacts the intention to adopt e-learning in South Africa, more so than perceived usefulness, as delineated by the TAM framework.