**4.3 Teacher's personality**

Teacher's personality is a powerful intrinsic motivational factor which influences e-learning technology acceptance. It represents a set of characteristics which make every teacher unique in education process and it is strongly influenced by the surroundings.

The most commonly studied teacher's features are: self-efficacy and anxiety, more often approached from the technical aspect. Computer anxiety is closely connected to the teacher's attitude, author suggests the possibility of understanding computer self-efficacy as a construct of perceived ease of use (Timothy, 2009). Malik et al. (2010) mention teacher's organizational commitment as an important factor in quality teaching process and Baia (2009) confirmed the influence of commitment to the pedagogical quality on the e-learning technology acceptance.

Teacher's personality is evident through teaching and learning style applied in the education process and which includes certain teaching methods and techniques, and represents a mechanism responsible for quality conveyance of the educational content influencing the student success (Grasha, 1994). Changes in the teacher's belief, attitude and values influence the teaching style. Lucas & Wright (2009) predicts the possibility of connection between teaching style and the attitude towards the use of e-learning technology. Dugas (2006) determined a slight connection of teaching style and the degree of innovation with accepting e-learning technology.

Apart from the teacher's personality, great importance lies in the demographic and situational variables. The experience with LMS and computer experience are strong motivators in teachers' acceptance of e-learning (Gautreau, 2011). In his research Timothy (2009) did not find significant link between attitude, age and gender, which contradicts the hypothesis by Houtz and Gupta, Cully et al. (Timothy, 2009), he found a significant difference in the attitudes of the female computer users. However, Marwan and Sweeney (2010) point out to a significant connection between gender, department and academic title with the teacher's attitude towards e-learning technology. Academic title and years of work experience influence the commitment to the pedagogical quality which influences acceptance of e-learning technology (Baia, 2009).
