Theory Of Planned Behavior In Support For Post Covid-19 New Normalization Responses Of Teachers Towards Online And Blended Learning

Abstract

Wide ranges of behaviors and attitudes, and governmental measures towards curtailing the
impacts of Covid-19 on aspects of human life, psychological stresses and economic strains, have caused
different nature, scopes and depth of behavioral responses in every job and academic discipline. As a result,
we recognize significant gaps existing in what we know about learning during Covid-10 and how it would
change the future at least from the perspective of new normalization towards online teaching responses by
the teachers in, say, higher learning institutions. One thing for sure is that we are in a “once in a generation”
opportunity to deliver a lasting transformative change in short journeys. The immediately must-do
adaptation by teachers to shift towards online mode for delivering teaching has enabled this research to
collect meaningful data based on the intense experiences in short timeframe, which provides the
homogeneity and variance characteristics needed for statistical treatments and analyses. While there are
certainly some short, medium and longer-term implications of these new forms of education on students of
different backgrounds for learning and for well-being, this study attempts only at identifying and validating
a possible theoretical structure to study and enact a quick but robustly stable “new normalization response”
towards online and blended learning modes of teaching. Based on exploratory factor analysis and structural
equation modeling (SEM), this study not only supports the utility of theory of planned behavior (TPB) but it
also provides many implications, such as a significant one being the factors of “opportunity”, “capability”
which can be represented to infer existence of “perceived behavioral control” as advocated in TPB, and
subjective norms and attitudes towards influencing and explaining motivation or new normalization
intention at post Covid-19. Thus, this study leads to a modification of TPB and adapts both outside-in and
inside-out perspectives in the consideration, while also acknowledges the socio-cognitive resources as
needing the “perceived behavioral control” capability for structured mediating effect to take its role.