As teacher professional development migrates to digital formats, ensuring continuous engagement transcends mere technological adoption. Without sustained participation, online initiatives fail to impact teaching practice or build professional capital. This study investigates the factors driving teachers to continue participating in extensive online professional learning communities, specifically expert teacher workshops in China.
Viewing these workshops as distinct social ecosystems, this research integrated the technology acceptance model and expectation confirmation theory within a social support framework to model teacher motivation comprehensively. Data from 527 practicing teachers were analyzed using partial least squares structural equation modeling.
A dual pathway mechanism drives sustained engagement. A rational pathway is anchored in perceived usefulness, while an affective pathway is shaped by overall satisfaction. Multidimensional social support significantly bolsters both routes. Instrumental support lowers technical barriers, whereas informational and emotional support confirm platform value and foster collegiality.
Moving beyond single-theory explanations, this study identifies a socially embedded continuance mechanism that helps explain how digitally mediated participation may contribute to professional capital over time. The model does not directly measure professional capital; rather, it shows how sustained participation, supported by instrumental, informational and emotional support, creates conditions for the development of human, social and decisional capital within expert-led professional communities.
