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2024-02-15T12:57:26Z urn:hdl:10259/8686 The determinants of teachers’ continuance commitment to e-learning in higher education San Martín Gutiérrez, Sonia Jiménez Torres, Nadia Huitzilin Rodríguez Torrico, Paula Piñeiro Ibarra, Irati E-learning Higher Education Teachers' commintment Institutional support 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. 2024-02-15T12:57:26Z 2024-02-15T12:57:26Z 2020-01 info:eu-repo/semantics/article 1360-2357 http://hdl.handle.net/10259/8686 10.1007/s10639-020-10117-3 1573-7608 eng Education and Information Technologies. 2020, V. 25, n. 4, p. 3205-3225 https://doi.org/10.1007/s10639-020-10117-3 info:eu-repo/semantics/openAccess Springer Nature