Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers

<span lang="EN-US">Virtual learning environment (VLE) has been introduced in educational institutions such as schools, colleges, and universities to encourage a systematic online teaching platform. This paper aims examine the effect of social factors, self-efficacy, technological support on utilization VLE process. A quantitative approach was employed data collected through set questionnaires administered selected respondents. total 356 accounting teachers from secondary schools Peninsular Malaysia were chosen samples. reflective measurement model partial least square-structural equation modeling utilized measure exogenous latent variable endogenous variable. Results indicated that factors namely (colleagues, administrators, school culture) significantly affect use among teachers. Further, self-efficacy (facilities quality, internet access, technical support) positively influence apply during teaching. The quality facilities needs be developed promote effective processes motivate digital technology. it is strongly suggested need given appropriate training ongoing develop their skills using technology.</span>