Validation of the technology acceptance measure for pre‐service teachers (TAMPST) on a Malaysian sample

Purpose – The purpose of this paper is to assess the cross-cultural validity of the technology acceptance measure for pre-service teachers (TAMPST) on a Malaysian sample. Design/methodology/approach – A total of 193 pre-service teachers from a Malaysian university completed a survey questionnaire measuring their responses to five constructs in the TAMPST: perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and attitude towards computer use. These were administered during the teaching term where participants were attending a technology course. Structural equation modeling, in particular, confirmatory factor analysis was used for data analysis. Findings – The five factors in the TAMPST together explained 75.5 percent of the total variance. Results of the confirmatory factor analysis revealed that there was construct and factorial validity. Based on several fit indices, an acceptable fit was obtained for the TAMPST model. In other words, the TAMPST is a reliable and valid instrument to measure the technology acceptance among pre-service teachers in Malaysia. Originality/value – The paper contributes to the continuing interests among researchers to understand the drivers of technology use in an educational setting. The results of this paper provided evidence to suggest that the TAMPST is culture invariant. This is important for any instrument because otherwise its use would be confined and restricted to the population in which the instrument is developed. In addition, the TAMPST is among the few instruments that are developed to measure technology acceptance among pre-service teachers