Technology acceptance, job satisfaction and wellbeing among middle aged educators

This study investigates the relationship between technology acceptance, job satisfaction, and general well-being among middle-aged educators. As educational institutions progressively include digital technologies, understanding the factors impacting educator’s technology acceptance becomes crucial, especially for middle-aged educators who may confront unique problems in adjusting to new technologies. This study uses a quantitative survey design with a sample of 150 educators age 40 to 60 to investigate the role of perceived usefulness and ease of use (from the technology acceptance model), job satisfaction and general well-being. The findings show substantial positive relationship between technology acceptance, job satisfaction and well-being, implying that educators who see technology as advantageous and easily adaptable are more likely to experience job satisfaction and general well-being. The findings create a supporting environment in providing proper training to encourage positive technology adoption experiences. These findings have suggestions for policy formulation, training programs and workplace initiative targeted at improving educators' professional and personal life in technology driven educational framework.