Mathematics, Science and Social Science teachers' acceptance of online teacher professional development: Does internet accessibility matter?

In Indonesia, teacher professional development has been enhanced through the teacher certification program that requires them to take online courses. However, Indonesian teachers' acceptance toward online teacher professional course has not been revealed. This study aimed to identify teachers' perception of the online course according to internet accessibility. It employed a quantitative approach with a cross-sectional survey model. With total population sampling technique, 257 mathematics, science social science teachers participated in the survey. The survey instrument was developed based on the technology acceptance model, which include online learning self-efficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use. The questioners were distributed and responded through online questionnaire. Data were analyzed quantitatively, and the result shows that the participants have a positive perception on the online course. In addition, their perceptions were influenced by internet accessibility. This finding indicates that the policymaker needs to pay attention to internet accessibility at schools.