AN INVESTIGATION OF THE THEORY OF PLANNED BEHAVIOR IN PREDICTING MALAYSIAN SECONDARY SCHOOL TEACHERS' USE OF ICT DURING TEACHING AND LEARNING SESSIONS

• Published in: JOURNAL OF NUSANTARA STUDIES-JONUS
• Main Authors: Yusoff, Shahazwan Mat; Lijie, Hao; Marzaini, Anwar Farhan Mohamad; Basal, Mohd Helme
• Format: Article
• Language: English
• Published: UNIV SULTAN ZAINAL ABIDIN 2024
• Subjects: Area Studies
• Online Access: https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001179361100007
• ISSN: 0127-9319; 0127-9386
• DOI: 10.24200/jonus.vol9iss1pp97-120

Background and Purpose: The Theory of Planned Behaviour (TPB) is a framework utilized to comprehend human behaviour towards the adoption and utilization of technology, particularly in educational settings such as ICT usage during teaching and learning sessions. The study aimed to determine the validity of the TPB model in explaining the use of ICT (UICT) by secondary school teachers in Malaysia during their teaching and learning sessions. Additionally, the research sought to identify the most influential factor affecting the use of UICT, and examine the differences in UICT use in relation to demographic variables such as gender and years of teaching experience. Methodology: A total of 331 secondary school teachers from 30 schools in Selangor, Malaysia participated in the study and a 24 -item online questionnaire was used to measure four constructs (BB, NB, CB, and UICT), and the validity of the TPB model in explaining the use of UICT by Malaysian secondary school teachers was confirmed using PLS-SEM analysis. Findings: The study found that all three constructs (BB, NB, and CB) had a significant influence on UICT use during teaching practices, with CB being the most significant predictor (beta = .388). Although no significant differences were found in relation to gender, the study did reveal significant differences based on years of teaching. Contributions: The findings of this study provide a valuable framework for future studies to build upon and extend their understanding of the factors that shape ICT use among secondary school teachers. Furthermore, the model could be replicated in other educational contexts, such as early childhood education and primary education, or with pre -service teachers from developing countries, in order to validate the generalizability of the results.