Factors Influencing Secondary School Teachers' Beliefs and Intention to Accept Online Professional Development: An Empirical Study in Mauritius

Online professional development (OPD) for teachers has become an imperative in the face of the current and post covid-19 pandemic. The current traditional face-to-face professional development (PD) programme is no longer a viable option. While there is substantial research undertaken on online learning in general, there has been few on OPD and no known empirical research in the Mauritian context. The purpose of this explanatory study was to investigate teachers' perceptions of online professional development and the extent to which they believe it expands their knowledge and skills and improve student learning. A conceptual framework underpinned by the Unified Theory of Acceptance and Use of Technology and model of teacher learning was used as a lens in this research. The research was based on a case study of two schools in Mauritius. A focus group study was used to gather data qualitatively. The study involved three focus groups of five participants each. Using thematic analysis, the results show that face-to-face PD does not satisfy teachers’ needs as it is too theoretical and offered in one-size-fits-all modes. Four predictors, teachers’ experience with PD, performance expectancy, effort expectancy and facilitating conditions for the use of online teacher professional development programmes are proposed. Implications for practice are provided. This study should, therefore, be of value to practitioners wishing to develop online OPD programmes.