The global shift to online learning, accelerated by the COVID-19 pandemic, has significantly transformed teachers’ approaches to professional development. This study extends the Technology Acceptance Model (TAM) to examine secondary school teachers’ intentions to use OPD programs certified by the Taiwan Ministry of Education. Using structural equation modeling (SEM), 196 valid survey responses from 250 distributed questionnaires were analyzed, yielding a 91% response rate. The findings indicate that TAM constructs— perceived usefulness (PU) and perceived ease of use (PEOU)—strongly influence teachers’ intentions to adopt OPD programs. Additionally, external factors such as e-learning content features and interaction with instructors/peers emerged as significant determinants. This study contributes to the TAM literature by integrating these external variables, particularly in a post-pandemic context, and offers practical insights for enhancing OPD design to improve teacher engagement.
