Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Education stakeholders around the world have been promoting use of open educational resources (OER) by K-12 teachers to improve quality classroom instruction. Prior research identified individual and contextual factors that influenced teachers’ OER yet ignored factor quality. The aim this survey study was investigate how three categories (quality OER, teacher-related factors, school-related factors) influence based on framework integrative model behavior prediction. Multiple regression analysis structural equation modeling data from 1398 Chinese yielded unexpected findings contradict understanding issue as reported in prior literature. That is, compared with distal OER-related is a stronger predictor OER. Among proximal effects two types were positively mediated their self-efficacy using negatively intention attitude toward This reflects salient features landscape may distorted previously known conducive among scholars practitioners worldwide. Recommendations for future improvement adoption education are discussed.