Technological evolution involves a challenge for teachers and higher education institutions to achieve e-learning success. This paper addresses this issue from the teachers’
perspective to reveal what characteristics of the e-learning system affect teachers’
continuance commitment and contribute to the increase and permanence of e-learning
programmes. This study investigates possible relationships among intrinsic and extrinsic
variables (self-efficacy beliefs, system quality and organisational impact) and teachers’
continuance commitment. Based on previous information systems and e-learning research literature, this study presents an extended version of the Information System
Success Model. The PLS-SEM method was employed to analyse the data collected from
a probabilistic representative sample of 90 online teachers, 54% of them are male from
different ages and teaching disciplines, and 78.6% of them are full-time teachers. Results
show that having a well-established learning management system in the institution
reinforces the instructors’ commitment. Institutions should build a learning environment
that fits instructors’ needs, develop a creative, collaborative, secure, friendly and up-todate platform with quality interactions between learners and instructors. Apart from
offering good system quality and technical assistance, perceived organisational impact
reveals as a key to achieving teachers’ commitment to e-learning.
