الفهرس 
الفصل الثاني: الإطار النظري والدراسات السابقة ذات الصلةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Summary
Introduction
With the increase in technological equipment’s in the school environment and the necessity for teachers to use it, technology acceptance has become a vital issue that, if properly managed, it can reach actual use of technology in a way that enhances the educational process and brings educational change to its needed goals.
Technology acceptance is an interdisciplinary domain, which employs psychology and information systems fields of study to investigate users’ attitudes towards new technologies. (Sezgin & Yıldırım, 2016) Technology acceptance is based on perceived psychological factors such as Perceived Ease of Use (PEU) and Perceived Usefulness (PU), according to the technology acceptance model. (Davis, 1989).
The current study seeks to investigate ”Technology Acceptance” (as mediate variable) and Its Relations to Some Psychological variables as ”Self-Efficacy”, ”Big Five Personality Factors” (As independent variables) in addition to Its Relations to ” Continuous Actual Use” of technology and ” Technology Satisfaction ” (as dependent variables) In light of ” Age” (as Moderate variable) Among a sample of Secondary School Teachers.
Study Problem
The problem can be formulated in following questions:
1. How does the proposed model match to the Relations between some psychological variables ”Self-Efficacy”, ”Big Five Personality Factors” (As independent variables), ”Technology Acceptance” (as mediate variable) and the ”Continuous actual use” and ” technology satisfaction ” (as dependent variables)?
2. What is the effect of age (as a moderate variable) on the relationship between technology acceptance (as a mediate variable) and the ”actual use” and ” technology satisfaction ” (as dependent variables)?
Study objective
The current study aims at
1. Understanding and explaining the technology acceptance in its relations with some psychological variables (Technology Self-Efficacy, Big Five personality traits).
2. 2. Predicting the satisfaction and continuous actual use of technology as behavioral and psychological outcomes of the technology acceptance.
3. Understand the effect of age (as a moderate variable) on the relationship between technology acceptance (as a mediate variable) and the ”continuous actual use” and ” technology satisfaction ” (as dependent variables).
4. Using a new method in the study of demographic variables as s a moderate variable.
5. Finding the best model to explain the relationship between the study variables.
Study important
Theoretical importance
Introducing a full and recent theoretical conceptualization of Technology acceptance in Arabic environment.
Practical importance
1. Provide a vision about choosing teachers with psychological characteristics that accept technology.
2. Providing evidence of some variables to increase continuous actual use of technology.
3. The current study clarifies some variables that may lead to improving the teacher’s skills in dealing with new technology and increasing satisfaction with it.
Study procedures
Study sample
The study sample consisted of (200) male and female teachers of general secondary schools in the greater Cairo area, in the school year 2021/2022.
Study tools
1. Big Five Personality Factors scale (prepared by, Mohamed Haiba,2011).
2. Technology acceptance scale (prepared by the researcher).
3. Technology self-efficacy scale (prepared by the researcher).
4. Technology Satisfaction scale (prepared by the researcher).
5. Scale of continuous actual use of technology (prepared by the researcher).
Statistics
The current study used the following statistical methods:
(Path analysis, Bootstrap method, Pearson correlation coefficient, Exploratory factor analysis, Confirmatory factor analysis, Alpha Cronbach reliability).
Study results
1. There are statistically significant effects for technology acceptance (perceived Usefulness, perceived ease of use) as “mediator variable” on continuous actual use as a “dependent variable” among secondary school teachers.
2. There are statistically significant effects for technology acceptance (perceived Usefulness, perceived ease of use) as “mediator variable” on technology satisfaction as a “dependent variable” among secondary school teachers.
3. There are statistically significant effects of openness to experiences as an ”independent variable” in (perceived Usefulness) as a ”mediator variable”, While there are no statistically significant effects of the factors (neuroticism, extraversion, Agreeableness, conscientiousness) as ”independent variables” in the technology acceptance (perceived Usefulness, perceived ease of use) as a ”mediator variable” among secondary school teachers.
4. There are direct and indirect statistically significant effects of openness to experiences as an ”independent variable” in technology satisfaction as a “dependent variable”, and There are direct and indirect statistically significant effects of conscientiousness as an ”independent variable” in in both continuous actual use and satisfaction with technology as “dependent variables”, While there are no statistically significant effects of the factors (neuroticism, extraversion, Agreeableness, ) as ”independent variables” “dependent variables” The mediation of technology acceptance varied between no mediation and partial mediation among secondary school teachers.
5. There are statistically significant effects of Technology Self-Efficacy as an “independent variable” in technology acceptance (Perceived Usefulness, perceived ease of use) as an “mediator variable” among secondary school teachers.
6. There are statistically significant effects of technology self-efficacy as an ”independent variable” in continuous actual use, and technology satisfaction as ”dependent variables” through the acceptance of technology (perceived Usefulness, perceived ease of use) as a ”mediator variable” among secondary school teachers.
7. There is no statistically significant effect of age “as a Moderate variable in technology acceptance” on continuous actual use, while there is a statistically significant effect of age ”as a Moderate variable in technology acceptance” on technology satisfaction among secondary school.
The results were explained in the light of the theoretical framework and previous studies.