Abstract
The purpose of this study is to explore the vital factors that influence teacher’s intention
to use technology in higher education. PLS-SEM has been used to analyze the data collected from 201
business university teachers. The study strives to examine the impact of eight variables i.e. Performance
expectancy, Effort Expectancy, Social influence, facilitating conditions, individual self-efficacy, human assisted self-efficacy, Computer Anxiety and attitude on teacher’s intention to use technology using the technology acceptance model of Unified Theory of Acceptance and Usage of Technology. The empirical findings
revealed that the social influence, facilitating conditions, individual self- efficacy and attitude have the significant and positive impact, while computer anxiety has a negative significant impact on the intention to
use technology. However, performance expectancy, effort expectancy and human assisted self-efficacy have
an insignificant impact on teacher’s intention to use technology. The present study provides an inclusive
view to understanding the acceptance of technology by teachers. The strength of present research lies in
studying the extended version of UTAUT which will guide the university administrators and policy makers
in understating those factors that influence the technology acceptance among teachers.
Shazma Nandwani, Sadiq Ali Khan. (2016) Teachers’ Intention towards the Usage of Technology: An Investigation Using UTAUT Model, Journal of Education & Social Sciences, Volume 4, Issue 2.
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