Integrating DeLone and McLean and Task Technology Fit Models to Examine the Factors influencing Information Technology Managers to use Educational Management Information Systems

Abstract

Objective: This study examines the level of response of Information Technology (IT) managers towards the intention to use Educational Management Information Systems (EMIS). Method: The Delone Mclean Model (D&M) and Task Technology Fit (TTF) were employed as the theoretical frameworks in this investigation. A research methodology was employed to collect and analyze data to achieve the research objective. Results and conclusion: The study yielded significant findings regarding the level of response of IT managers towards the intention to use EMIS. The analysis results provided valuable insights into the factors influencing the adoption and utilization of EMIS in educational institutions. Based on the findings, conclusions were drawn regarding the effectiveness and potential benefits of EMIS implementation. Implications of the research: The findings of this investigation have important implications for IT managers, educational leaders, decisionmakers, and policy analysts. The study's insights can assist these stakeholders in understanding the importance of considering the opinions and desires of all individuals involved in the design and implementation of EMIS. Additionally, the research outcomes can guide IT managers and educational leaders in achieving their organizational vision and improving decisionmaking processes through using EMIS. Originality/value: This study contributes to the existing literature by examining the level of response of IT managers towards EMIS adoption using the D&M Model and TTF framework. The research provides valuable insights into the factors influencing the intention to use EMIS, thereby contributing to the understanding of technology adoption in the educational management. The originality and value of this research lie in its application of established theoretical frameworks to the specific context of EMIS and its potential to inform decision-making and policy formulation in educational institutions.