Teachers’ Satisfaction with Online Teaching: Examining the Roles of Anticipated Ease of Use, Trust, Teacher–Student Interaction, Online Assessment, and Technology Anxiety among Private School Teachers in Kolkata

Abstract

The rapid adoption of online teaching during and after the COVID-19 pandemic has fundamentally transformed educational delivery worldwide. While educational institutions increasingly rely on digital platforms to facilitate teaching and learning, the success of online education largely depends on teachers' acceptance, confidence, and satisfaction with technology-enabled instructional practices. This study investigates the determinants of teachers' satisfaction with online teaching among private school teachers in Kolkata, India. Drawing upon the Technology Acceptance Model (TAM), the study examines the effects of Anticipated Ease of Use (AEU), Trust in Online Teaching (TOT), Teacher–Student Interaction (TSI), Online Assessment and Evaluation (OAE), and Anxiety of Online Resources (AOR) on Teachers' Satisfaction (TS).

A quantitative research design was adopted, and survey data were collected from 420 private school teachers. Structural Equation Modelling (PLS-SEM) was employed to examine the proposed relationships among the latent constructs. The findings reveal that all six hypothesized relationships are statistically significant. Anticipated Ease of Use exerts the strongest positive influence on Trust in Online Teaching (β = 0.570, p < 0.001), while Teachers' Satisfaction is positively influenced by Anticipated Ease of Use, Teacher–Student Interaction, Online Assessment and Evaluation, and Trust in Online Teaching. Anxiety of Online Resources negatively influences Teachers' Satisfaction, indicating that technology-related anxiety remains an important barrier to successful online teaching.

The structural model explains 30.5% of the variance in Teachers' Satisfaction and 32.5% of the variance in Trust in Online Teaching, demonstrating moderate explanatory power. The findings contribute to educational technology literature by integrating technological, pedagogical, and psychological factors within a unified framework. The study offers practical implications for educational institutions, policymakers, and educational technology developers seeking to improve teacher satisfaction and strengthen sustainable digital learning environments.