International Journal of Changes in Education

• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
• Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Prentice-Hall.
• Allier-Gagneur, Z., McBurnie, C., Chuang, R., & Haßler, B. (2020). Characteristics of effective teacher education in low-and middle-income countries: What are they and what role can EdTech play? EdTech Hub. https://doi.org/10.53832/edtechhub.0007
• Ghasia, M., Machumu, H., Zhu, C., & DePryck, K. (2020). Reflection on E-Learning System of the Mzumbe University in Tanzania: Successes, Challenges and Way Forward. International Journal of Education and Development using Information and Communication Technology, 16(2), 109–121.
• Hoq, M. Z. (2020). E-Learning during the period of pandemic (COVID-19) in the Kingdom of Saudi Arabia: an empirical study. American Journal of Educational Research, 8(7), 457–464. https://doi.org/10.12691/education-8-7-2
• Shohel, M. M. C., & Power, T. (2010). Introducing mobile technology for enhancing teaching and learning in Bangladesh: Teacher perspectives. Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 201–215. https://doi.org/10.1080/02680513.2010.511953
• Mukenya, M., Wanjala, M., & Shikuku, B. (2020). Mathematics Teachers’ Knowledge and Skills for ICT Integration in Instruction in Secondary Schools in Bungoma County, Kenya. European Journal of Education Studies, 6(10), 306–319. http://dx.doi.org/10.46827/ejes.v0i0.2862
• Ndibalema, P. (2022). Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries: A systematic review. E-learning and Digital Media, 19(6), 595–618. https://doi.org/10.1177/20427530221107510
• Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
• Kafyulilo, A., Fisser, P., & Voogt, J. (2016). Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania. Education and Information Technologies, 21(2), 301–318. https://doi.org/10.1007/s10639-014-9321-0
• Oyetade, K. E., Zuva, T., & Harmse, A. (2020). Technology adoption in education: A systematic literature review. Advances in Science. Technology and Engineering Systems Journal, 5(6), 108–112. https://doi.org/10.25046/aj050611
• Kisanjara, S. B., & Maguya, A. (2024). Low uptake of E-learning at Mzumbe University: Answers and perceptions from students. International Journal of Education and Development using Information and Communication Technology, 20(1), 39–62.
• Wang, Y., Liu, X., & Zhang, Z. (2018). An overview of e-learning in China: History, challenges and opportunities. Research in Comparative and International Education, 13(1), 195–210. https://doi.org/10.1177/1745499918763421
• Amin, I., Yousaf, A., Walia, S., & Bashir, M. (2022). What shapes E-Learning effectiveness among tourism education students? An empirical assessment during COVID19. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100337. https://doi.org/10.1016/j.jhlste.2021.100337
• Anamuah-Mensah, J., Banks, F., Moon, B., & Wolfenden, F. (2012). New modes of teacher pre-service training and professional development. In B. Moon (Ed.), Teacher education and the challenge of development, (pp. 201–211). Routledge. https://doi.org/10.4324/9780203094259
• Atta, S. A., & Bonyah, E. (2023). Designing a flipped classroom instruction to improve plane geometry learning among pre-service teachers in Ghana. Contemporary Mathematics and Science Education, 4(1), ep23004. https://doi.org/10.30935/conmaths/12674
• Angrist, N., Evans, D. K., Filmer, D., Glennerster, R., Rogers, F. H., & Sabarwal, S. (2020). How to improve education outcomes most efficiently?: A comparison of 150 interventions using the new learning-adjusted years of schooling metric. Center for Global Development.
• Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Retrieved from: https://dera.ioe.ac.uk/id/eprint/1603/1/becta_2004_barrierstouptake_litrev.pdf
• Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., & Zubairi, A. (2022). Technology use for teacher professional development in low-and middle-income countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080
• Postic, N. (2021). Digitalization in teaching and education in Ethiopia, Kenya, Malawi, Rwanda and the United Republic of Tanzania: digitalization, the future of work and the teaching profession project: synthesis report. ILO.
• Masegenya, S., & Mwila, P. (2023). Information and Communication Technology Usage in Record Keeping in Public Secondary Schools in Ilemela Municipality, Tanzania. International Journal of Information Systems and Informatics, 4(1), 1–17.
• Marikyan, D., & Papagiannidis, S. (2025). Technology acceptance model: A review. In S. Papagiannidis (Ed.), TheoryHub Book.
• Kahneman, D., & Tversky, A. (1977). Prospect theory: An analysis of decision making under risk. Econometrica, 47(3), 63–91. https://doi.org/10.21236/ada045771
• Kiage, J. D. (2023). Adoption of information and communication Technology in teaching and learning in secondary Schools in Nairobi County, Kenya. Doctoral dissertation, Kenyatta University.
• Webb, D., Barringer, K., Torrance, R., & Mitchell, J. (2020). Girls’ education and EdTech: A rapid evidence review (Rapid evidence review No. 2). EdTech Hub. https://doi.org/10.5281/zenodo.4737460
• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
• Yoshioka, M. R. (2025). Psychosocial measures for Asian-American populations: Tools for direct practice and research. Retrieved from: https://www.columbia.edu/cu/ssw/projects/pmap

APA

Mselle, L. J. (2026). Fear of Loss of Face Among Instructors on Adoption of eLearning in Tanzanian Higher Learning Institutions. International Journal of Changes in Education, 3(4), 505-512. https://doi.org/10.47852/bonviewIJCE52026181

Vancouver

Mselle LJ. Fear of Loss of Face Among Instructors on Adoption of eLearning in Tanzanian Higher Learning Institutions. International Journal of Changes in Education. 2026;3(4):505-12. https://doi.org/10.47852/bonviewIJCE52026181

AMA

Mselle LJ. Fear of Loss of Face Among Instructors on Adoption of eLearning in Tanzanian Higher Learning Institutions. International Journal of Changes in Education. 2026;3(4), 505-512. https://doi.org/10.47852/bonviewIJCE52026181

Chicago

Mselle, Leonard J.. "Fear of Loss of Face Among Instructors on Adoption of eLearning in Tanzanian Higher Learning Institutions". International Journal of Changes in Education 2026 3 no. 4 (2026): 505-512. https://doi.org/10.47852/bonviewIJCE52026181

Harvard

Mselle, L. J. (2026). Fear of Loss of Face Among Instructors on Adoption of eLearning in Tanzanian Higher Learning Institutions. International Journal of Changes in Education, 3(4), pp. 505-512. https://doi.org/10.47852/bonviewIJCE52026181

MLA

Mselle, Leonard J. "Fear of Loss of Face Among Instructors on Adoption of eLearning in Tanzanian Higher Learning Institutions". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 505-512. https://doi.org/10.47852/bonviewIJCE52026181