The Relationship of Perceived Usefulness and Perceived Ease of Use to the Attitude towards Using the Overload Teaching Compensation Payment Program for Full-time Lecturers: A Case Study of the Faculty of Economics and Business Administration, Thaksin University
Keywords:
Perceived usefulness, Perceived ease of use, Attitude toward using, Overtime teaching paymentAbstract
This research is a study of the relationship between perceived usefulness and ease of use with the attitude towards using the program for the disbursement of teaching fees for exceeding the standard teaching load of full-time faculty lecturers: a case study of the Faculty of Economics and Business Administration, Thaksin University. Compare the attitudes towards the use of the program for claiming excess teaching hours of full-time faculty, categorized by personal information, and analyze the relationship between perceived benefits, perceived ease of use, and attitudes towards the use of the program for claiming excess teaching hours of full-time faculty. The sample group consists of 27 faculty members from the Faculty of Economics and Business Administration who have claimed excess teaching hours. The specific method used includes statistics such as percentages, arithmetic mean, standard deviation, t-test, ANOVA, and Pearson correlation coefficient with statistical significance at the 0.05 level.
The research findings indicate that the overall perceived benefits factor has an average opinion rating at the highest level. The overall perceived ease of use factor has the highest average opinion level, and the overall attitude towards use factor also has the highest average opinion level. When comparing attitudes towards the use of the teaching expense reimbursement program beyond the regular teaching load of full-time faculty, categorized by gender, age, education level, and teaching experience at the university, it was found that there were no statistically significant differences at the 0.05 level. Additionally, the perceived benefits and ease of use, as well as the attitude towards the teaching expense reimbursement program beyond the regular teaching load of full-time faculty, are positively correlated with statistical significance at the 0.01 and 0.05 levels, respectively. The teaching expense reimbursement program beyond the regular teaching load is deemed appropriate in terms of benefits, usability, and acceptance by faculty, regardless of differences in gender, age, or experience. This positively impacts management in higher education institutions and should be continuously developed, especially in terms of additional features or support for users who may not be familiar with digital systems, including expanding usage to other faculties and departments.
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