An analysis of multiple factors relating to teachers' problematic information security behavior

Given the high Internet penetration rate and the huge repository of data stored online, there is a growing trend urging people to utilize data. However, the potential for the malicious use of data disclosed online necessitates attention. Risky information security behavior often leads to damage. Previous research has focused on information security behavior in the workplace; however, there has been little research on teachers' perceptions of their own information security behavior, in particular for teachers in primary and secondary education. For students at this age, their teachers can serve as models. Through understanding teachers' information security behavioral intentions and related protection motivation, we can design training programs for teachers and hence increase teachers' as well as students' normative judgment with regard to information security behavior. The purpose of this research is to explore those factors that relate to teachers' information security behavior as grounded in Protection Motivation Theory. Additionally, the construct of social norms was incorporated based on several studies. Overall, we wish to examine how perceived severity, vulnerability, response-efficacy, self-efficacy, response costs and social norms related to teachers' problematic information security behavior. Structural equation modeling was implemented to analyze the relationships. The results and implications are presented. We explored factors relating to in-service teachers' risky online safety behavior.Protection motivation theory was applied.The construct of social norms was incorporated into the model.Several factors were manifested to have relations to risky behavioral intention.Response efficacy and social norms have no relation to risky behavioral intention.