Going Cashless: Behavioral Intention and Usage of Secondary Teachers on Mobile Wallets

Chapter I
Introduction
Background of the Study

Previous studies have highlighted various factors influencing mobile wallet adoption,
including perceived usefulness, ease of use and security concerns. For instance, a study
conducted among public school teachers in Pasig City revealed high levels of performance
expectancy and trust towards mobile wallets, indicating a strong potential for loyalty among
users (Basilio, 2023). However, most research has focused on broad consumer demographics
without delving into the unique experiences of secondary teachers. Moreover, existing literature
emphasizes urban populations or specific regions, leaving a gap in understanding how
geographical and cultural factors influence mobile wallet adoption among secondary educators in
diverse settings.

The emergence of mobile wallets has transformed financial transactions, particularly in

the wake of COVID-19 pandemic, has accelerated their adoption across various demographics.
However, a significant gap exists in understanding how specific professional groups, particularly
secondary teachers, interact with these platforms.

Mobile wallets offer convenience, security, and efficiency in financial transaction. They
enable users to make payments quickly and easily through their smartphones, thereby reducing
reliance on cash. The rapid growth of mobile wallet adoption has been documented globally, yet
specifically studies focusing on educations professionals remain limited.

Secondary teachers represent a critical demographic that can benefit significantly from
mobile wallet technology. Their unique financial needs, such as managing salaries, expenses for
educational materials, and personal transactions, necessitate with these platforms, this study aims
to identify key factors that influence their adoption and usage patterns.

This study aims to explore the unique needs and preferences of secondary teachers
regarding mobile wallet usage, which is crucial for enhancing user experience and driving further
adoption. Understanding how secondary teachers utilize these platforms can provide insights into
tailoring services that meet their specific needs. By determining their interaction with these
platforms, this study aims to identify key factors that influence their adoption and usage patterns.
 Understanding these preferences can lead to the development of targeted marketing
strategies and features that enhance user experience. For instance, factors such as ease of use,
transaction speed, and security are paramount in influencing their willingness to adopt new
technologies (Aydin & Burnaz, 2016).

Statement of the Problem

Given the increase popularity of Mobile Wallets and the growing trend towards cashless
transaction. This study aimed to determine the behavioral intention and usage of secondary
teachers on Mobile Wallets.
Specifically, it aimed to address the following questions:
1. What is the level of secondary teachers’ perceived usefulness and ease of using Mobile
Wallets?
2. What is the level of secondary teachers’ actual use of Mobile Wallets?
3. Is there a significant relationship between perceived usefulness, ease of use, and usage of
Mobile Wallets?
4. What predicts secondary teachers’ behavioral intention and usage behavior on Mobile
Wallets?

Hypothesis of the Study

1. There is no significant level of perceived usefulness and ease of use of Mobile Wallets
among secondary teachers.
2. Secondary teachers do not exhibit any significant level of actual use of Mobile Wallets.
3. There is no significant level relationship between perceived usefulness, ease of use, and
the actual usage of Mobile Wallets among secondary teachers.
4. Perceived usefulness and ease of use do not significantly predict secondary teachers’
behavioral intention and usage regarding Mobile Wallets.
 Theoretical Framework

According to Fred Davis (1986) TAM provides a framework to understand how perceived ease
of use and usefulness influence the adoption of mobile wallets, which is essential for identifying
factors that drive user acceptance.

The acceptance and use of information technologies have the potential to yield both immediate
and long-term benefits at organizational and individual levels, including improved performance,
enhanced financial and time efficiency (Curley, 1984, Barr & McDonnell, 1988). This potential
has long motivated research in information systems (IS) management to explore the factors
influencing individuals' willingness to embrace innovative technology (Davis, 1989). The
significance of technology adoption research surged in the 1980s, coinciding with the rapid
growth of personal computer usage. However, a major obstacle in advancing this research was
the lack of empirical insights into users’ responses to information system performance.

Before the introduction of the Technology Acceptance Model (TAM), various technological and
organizational perspectives aimed to enhance IS-related research. These early studies
emphasized the importance of user involvement in the design and implementation of information
systems, recognizing that user engagement could significantly impact system effectiveness
(Robey & Farrow, 1982; Franz & Robey, 1986). Additionally, another stream of research was
driven by practitioners focusing on the development of information systems, particularly in
evaluating and refining system design and characteristics (Gould & Lewis, 1985; Good et al.,
1986). Despite their contributions, these studies predominantly relied on subjective performance
perception scales, neglecting to validate the quality of these measures. Consequently, the
correlation between subjective measures and actual system use was insufficient to establish their
internal and external validity (De Sanctis, 1983; Ginzberg, 1981; Schewe, 1976; Srinivasan,
1985).

This gap highlighted the need for reliable measures to investigate the attitudinal factors that
mediate the relationship between information system characteristics and system usage. The
Theory of Reasoned Action (TRA), developed by Ajzen and Fishbein, was initially employed to
predict the attitudinal underpinnings of behaviors across various domains (Ajzen, 2011).
However, the generic nature of TRA sparked considerable debate regarding its theoretical
limitations when applied to the IS field, as the model did not account for variables specific to
technology use (Davis, Bagozzi & Warshaw, 1989; Bagozzi, 1981). As a result, researchers
recognized the necessity of identifying factors that are particularly relevant to the utilization of
technology and information systems.

To address these limitations concerning the absence of a robust theoretical model and the need
for scales to measure technology acceptance, Fred Davis developed the Technology Acceptance
Model in 1989, building on the foundations laid by TRA. The underlying logic of TAM posits
that, within the context of technology utilization, behavioral intention is shaped not by a user’s
while maintaining a parsimonious approach. This model has since become a cornerstone in the A
study of technology acceptance, offering valuable insights into the factors that influence users'
decisions to adopt and utilize information technologies effectively.

The Technology Acceptance Model (TAM) aims to elucidate the processes that govern
technology acceptance, enabling the prediction of user behavior and providing a theoretical
framework for successful technology implementation (Davis, 1989; Davis, 1993). Developed by
Davis, TAM is grounded in the Theory of Reasoned Action, which introduced a psychological
perspective on human behavior that was previously lacking in the information systems (IS)
literature (Davis, 1989; Davis, 1993). To achieve its objectives, TAM identifies and defines key
variables—perceived ease of use and perceived usefulness—that significantly correlate with
system usage. These constructs were developed based on empirical research into human behavior
and information systems management. Perceived usefulness reflects the belief that using a
technology enhances performance, while perceived ease of use indicates the belief that using the
system requires minimal effort (Davis, 1989). Both constructs are influenced by psychological
theories, including Bandura’s concepts of outcome judgment and self-efficacy (Bandura, 1982;
Davis, 1989).

TAM posits a three-stage process in technology acceptance: external factors (system design
features) trigger cognitive responses (perceived ease of use and perceived usefulness), which
lead to an effective response (attitude/intention) that influences actual usage behavior (Davis,
1989; Davis, 1993). The model suggests that perceived ease of use indirectly impacts behavior
by enhancing perceived usefulness, indicating that if a technology is perceived as easy to use, it
is more likely to be regarded as useful (Davis, 1993). Overall, TAM provides valuable insights
for understanding user behavior and guiding technology implementation strategies (Davis, 1989;
Davis, 1993).
 Conceptual Framework

This conceptual framework of the study aims to determine the relationship between the
respondents’ independent variables, which are the perceived usefulness and ease of use, and their
dependent variable, which is the intention to use, and the outcome which is the actual use.

Significance of the Study

Mobile Wallet Providers: Companies that offer mobile wallet services can gain valuable
insights into the factors that influence secondary teachers’ acceptance and usage. This
information can guide product development, marketing strategies, and customer support
tailored specifically for educators.
 Researchers and Academics: This study will add to the existing body of literature on
technology acceptance, particularly in the context of education. Researchers can build
upon these findings for further studies related to mobile payment technologies, use
behavior, and educational technology adoption.

Technology Developers: Developers and designers of mobile wallet applications can

benefit from understanding the specific needs and concerns of secondary teachers.
Insights from this study can help them create more user-friendly interfaces and features
that cater to this demographic.

School Administrators: School leaders can use the findings to understand how mobile
wallets can streamline financial transactions within schools, such as fee payments.
Results may inform school policies regarding cash handling and encourage a shift
towards digital payments.
Banking Institutions: Bank and financial institutions can tailor their mobile wallet
offering to better meet the needs of educators based on insights from the study. Findings
can help banks create targeted marketing campaigns aimed at educators, highlighting
features that align with their preferences and needs.

Scope and Limitations of the Study

This study focuses on the factors influencing the behavioral intention of secondary
teachers to use Mobile Wallets. The research will primarily target secondary teachers
form Ivisan National High School, where mobile wallet adoption is on the rise due to
technological advancements and increased internet accessibility. Key variables such as
perceived usefulness, perceived ease of use, perceived risk, trust and satisfaction will be
analyzed to understand their impact on users’ behavioral intention to continue using
Mobile Wallet.

Despite its comprehensive approach, this study has several limitations. First, research will
be confined to secondary teachers in Ivisan National High School, which may limit the
generalizability of the findings to other High Schools that may have different cultural or
economic context. Second the reliance of self-reported data through survey
questionnaires may introduce biases as social desirability or inaccurate self-assessment
among respondents.

Definition of Terms

The following terms were defined conceptually and operationally to promote better
understanding.
Behavioral Intention. This refers to the motivational factors that influence a given behavior
where the stronger the intention to perform the behavior, the more likely the behavior will be
performed (LaMorte, 2016).
- In this study it refers to the conscious plan or desire of individuals, especially secondary
teachers, to engage in the use of Mobile Wallets for cashless transactions.

Cashless Payments. Are any type of monetary transaction that’s completed without the exchange
of physical cash (Damen, 2023).
- In this study it referred to one in which actual money, like coins or back notes, are not
used in financial transaction. Instead, a variety of digital methods are used to conduct
transactions electronically.

Efficiency. Refers to the peak level of performance that uses least amount of inputs to achieve
the highest amount of output. Efficiency requires reducing the number of unnecessary resources
used to produce a given output, including personal time and energy (Banton, 2024).
- In this study it refers to the ability of secondary teachers to utilize Mobile Wallets for
cashless transactions while minimizing time, effort, and resources. This includes
optimizing the process of making payment through Mobile wallets, ensuring that the
maximum number of transactions is completed with the least amount of wasted time or
unnecessary steps.

Mobile Wallets. A mobile wallet is a virtual wallet accessible via a mobile device like a phone or
tablet. Also known as digital wallets and e-wallets, mobile wallets allow users to store money,
make payments, manage their accounts, and access various financial services without a bank
account (Thunes, 2024).
- In this study it refers to applications or software systems installed on mobile devices,
such as smartphones or tablets, that securely store users’ financial information, including
credit and debit card details, bank account information, and other relevant documents.
These wallets facilitate cashless transactions by allowing secondary teachers to make
purchases online or in physical stores through contactless payment methods.

Perceived Ease of Use. Perceived ease of use is defined as the degree to which an individual
believes that using a particular technology would be free from effort. As an individuals’
perceived ease of use of using a given technology increase, their intentions to use the technology
also increase (Lambert, 2018)
- In this study, it refers to the degree to which secondary teachers believe that utilizing
mobile wallets for cashless transactions is free from effort and straight forward. This
includes their assessment of the simplicity of navigating the mobile wallet interface, the
 clarity of instructions provided, and the minimal cognitive load required to perform
transactions.

Perceived Usefulness. Perceived usefulness is defined as the degree to which an individual

believes that using a particular technology would be beneficial. As an individuals’ perceived
usefulness of a given technology increases, their intention to use the technology also increase
(Lambert, 2018).
- In this study, it refers to the degree to which secondary teachers believe that using mobile
wallets will enhance their effectiveness in managing financial transactions. This includes
perception that mobile wallets can improve the speed and convenience of payments,
facilitate easier tracking of expenses, and ultimately lead to better financial management.

Secondary Teachers. Secondary teachers provides instructions at the junior or senior high school
level in a specific content area. The teacher uses various teaching methods, including lecture and
demonstration, audiovisual aids and other materials to supplement presentations with the
ultimate objective of preparing students for advanced education and /or the job market (Rivera,
2016).
- In this study, it refers to educators who are specifically employed to instruct students in
grades 7 through 12 within secondary educational institutions, which can include both
public and private schools. These teachers are responsible for delivering subject-specific
content, assessing student performance, and providing individualized support based on
the diverse learning needs of their students.
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