Factors influencing teachers’ intention to adopt ICT into teaching using partial least square technique methods

Abstract

The use of ICT in teaching-learning process is a relatively new phenomenon in our country’s education system. The effective integration of this technology into classroom practices poses a challenge to teachers and administrators. Although the use of ICT in the teaching-learning processes can lead to improved student learning and better teaching methods, this may not be true if the teachers or the students themselves are not ready for this integration of ICT. This study examined various aspects that influence teachers in integrating ICT into their teaching in secondary schools in Sibu town, Sarawak. A survey was employed and in order to investigate the study. A set of questionnaire was administered to obtain participants’ responses on ICT integration in classroom teaching. One hundred teachers were selected randomly from a secondary school in Sibu town to be the samples for this study. The data collected from the questionnaire was then studied using statistical procedures. The findings of this study revealed that teachers in this study had a strong desire to integrate ICT into their teaching and learning processes. There was a positive correlation between teachers’ intention to integrate ICT in their teaching with teachers’ ability in ICT, teachers’ attitude towards ICT contribution to classroom teaching, teachers’ attitudes towards ICT contribution to students’ learning, teachers’ emotions towards the use of ICT in classroom teaching, and teachers’ self-esteem and control in the presence of ICT in classroom teaching.