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Số ra No. 9A 
Tên bài báo Using the PLS-SEM model to evaluate the satisfaction level of ethnic minority group school leaders on e-professional development program 
Tóm tắt School leaders in Vietnam are taking part in the professional development program on the learning management system to support the execution of a new general education curriculum. The purposed of this study is to find out whether minority school leaders are satisfied with the professional development programs, and how their learning satisfaction level affects their future registration intention. A PLS-SEM model is proposed based on the Technology Acceptance Model (TAM) with 07 latent variables: perceived ease of use (PEOU), perceived usefulness (PU), social interaction (SI), learning motivation (LM), learning satisfaction (LS) and future registration intention (FRI). In total, there are 4,241 valid responses from minority school leaders. The model can explain 49.6% of the variation in LM, 45.7% in LS and 57.2% in FRI. All effect relationships proposed in the structural model are statistically significant and can be arranged from strongest to weakest as follow: LS to FRI; LM to LS; PEOU to PU; SI to LM; PU to LM and PEOU to LM. 
Tác giả Tran Huu Hoan, Kim Manh Tuan 
Mã DOI 10.53750/1859-2910.2021.13.9A-1 
Chuyên ngành Quản lý giáo dục 
Từ khoá Professional development, learning motivation, learning satisfaction, minority school leaders, future registration intention. 
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  Journal of Education Management
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