Modeling Faculty Acceptance of LMS: A PLS-SEM Validation of the Technology Acceptance Model in Philippine Higher Education

Abstract

This study investigates the structural relationships among perceived ease of use, perceived usefulness, attitude toward use, and acceptance of Learning Management Systems (LMS) among faculty members in Philippine higher education. Grounded in the Technology Acceptance Model (TAM) and validated through Partial Least Squares Structural Equation Modeling (PLS-SEM), the study surveyed 306 faculty from selected State Universities and Colleges (SUCs) in Leyte and Biliran. Results revealed that perceived ease of use significantly influenced both perceived usefulness and attitude toward LMS use, while perceived usefulness had a strong positive effect on both attitude and LMS acceptance. Additionally, attitude toward LMS use emerged as the most substantial predictor of actual LMS acceptance. The measurement model demonstrated strong reliability and validity, and the structural model indicated high explanatory power and predictive relevance. These findings affirm the applicability of TAM in the Philippine academic context and highlight the critical role of faculty attitudes in driving successful LMS adoption. The study recommends institutional strategies that enhance system usability, provide targeted training, and cultivate positive faculty attitudes to support sustainable digital transformation in higher education.