Özet:

Being in technological era, we can’t avoid use of the technology in education and for the development of teaching faculty. The main objective of this research is to explore the role of role of e-learning practices for teaching faculty on enhancing institutional climate at Self-finance engineering colleges at Chennai city. The survey was conducted among 150 teaching faculty working in various self-finance engineering colleges located in and around Chennai city. This research followed descriptive research design. The researcher gathered primary data required for the research through self-administered questionnaire with four sections namely personal details, e-learning courses details, E-learning practices scale, and institutional climate scale. The teachers who have at least two years of teaching experience and taken at least one e-learning course is considered for the survey. The frequency analysis, descriptive statistics, and Structural equation modeling tools was used for the data analysis. The results of the descriptive statistics related to e-learning practices and institutional climate indicates that the mean scores of all the factors are more than moderate level, and all the hypothetical relationship mentioned in the conceptual model of the research is accepted at 1% level of significance. The standardized regression coefficient of the path between e-learning impact on individual and institutional climate is 0.894, which means that the e-learning practices are having significant positive effect on perception of teaching faculty towards institutional climate. The results of the study proves that the impact created by e-learning resources on the individual has the significant positive effect on the perception of teaching faculty towards the institutional climate of self-finance engineering colleges.

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