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COVID-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K-12 teachers who have been using a specific LMS as part of their regular teaching before the COVID-19 pandemic (experienced group) and teachers who started using it for emergency remote teaching during the pandemic (inexperienced group). Based on the Unified Theory of Acceptance and Use of Technology framework, a self-report questionnaire was administered to 196 teachers (n[subscript experienced] = 127; n[subscript inexperienced] = 69). Our findings showed no difference between the two groups of teachers in terms of performance expectancy, effort expectancy, LMS self-efficacy and satisfaction. However, the experienced group had higher behavioural intention to use LMS in the future, reported receiving higher online teaching support and displayed higher online teaching self-efficacy in terms of student engagement, classroom management, instructional strategies and ICT skills. For the experienced group, the most significant predictor of satisfaction with LMS was performance expectancy whereas for the inexperienced group, it was the effort expectancy. In terms of behavioural intention to use LMS in the future, the most significant predictor was the performance expectancy for both groups. Further, support was also a significant predictor of behavioural intention for the inexperienced group. Overall, our findings indicate that teachers should not be regarded as a unified profile when managing technology adoption in schools.

In this article, we apply a distributed perspective on leadership to the study of co-responsibility and social sustainability in corporate volunteering. An approach to leadership as a distributed and collective phenomenon, in which leadership is shared, is highlighted as a method of developing a more responsible and people-focused approach to sustainability. Co-responsibility highlights the transition from individual to co-created responsibility, influenced by different actors and offering a wider approach to responsibility. The present qualitative study employs two corporate volunteering cases from Finland as an empirical context for distributing leadership. As a result, the study suggests three transitions in organizational life and leadership, including transition in values, organizing, and dynamism. The study contributes to the discussion of social sustainability by demonstrating how several transitions in terms of leadership are necessary to enable an emerging sense of co-responsibility in companies which is argued as the key to companies' social sustainability. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper is to identify benefits of corporate volunteer programs gained on employee behaviors' side. Specifically, the following research question is posed: what benefits of corporate volunteer projects can be observed by employees participating in them? Methodology/approach: The paper is based on a qualitative study conducted in the form of semistructured in-depth individual interviews with employees participating in volunteer programs. Findings: The study shows that corporate volunteering leads to positive effects on employees, including increased work meaningfulness, competence development and strengthened interpersonal relationships at work. Simultaneously, the study suggests that work meaningfulness plays a focal role in the overall process. Implications: Results of the study deliver practical implications for companies implementing corporate volunteering. Volunteer programs should be organized in a way giving employees full autonomy in crafting their projects. The programs should also support and intensify employee interactions and favor volunteer actions requiring a wide range of skills. Originality/value: The study contributes to theory development in the field of both corporate social responsibility and organizational behavior. Specifically, it gives an insight on how responsible business practices may strengthen employees' sense of meaningfulness of work and subsequently improve their competences and mutual relations. [ABSTRACT FROM AUTHOR]