Abstract
<p>Following the Technology Acceptance Model (TAM), this study aims to explore how the quality of short online training influences educators’ acceptance of a school management system. Participants were 8,050 users of the Lirmi platform from K-12 schools in Chile, including classroom teachers (n = 4,559), special education support staff (n = 2,162), and school leaders (n = 1,329). They completed a one-hour professional development session on a specific module related to their role, and then completed a questionnaire that assessed perceived training quality (clarity and practical relevance), ease of use, usefulness, attitudes toward the platform, and intention to use it. Results of a multi-group structural equation modeling analysis indicated that training quality strongly predicted perceived ease of use and, to a lesser extent, usefulness and intention to use the school management system. Furthermore, perceived ease of use predicted usefulness, and both constructs significantly predicted attitudes and intention. The model demonstrated configural, metric, and scalar invariance across the three professional roles, however the strength of the paths differed across roles. Overall, findings underscore the importance of high-quality and role-sensitive professional development for promoting sustained use of school management systems in school contexts.</p>