The Moderating Effect of Teachers’ Professional Development Courses on the Relationship between their Perceptions toward Continuance Intention to Integrate ICT

Abstract

Since the emergence of Information and Communication Technology (ICT), there have been numerous endeavors initiated by the Malaysian Ministry of Education. All these efforts were commence in ensuring teachers will have firm perceptions to continue integrating ICT into their classroom instruction. Considering the important of this issue, the present study is aimed to determine the relationship between 290 secondary school teachers’ perceived usefulness, and perceived ease of use toward their continuance intention to integrate ICT. The moderating effect of teachers’ professional development on their perceptions toward intention to continue integrating ICT is also tested. Findings of the study suggest that teachers’ perceptions significantly influence their continuance intention to integrate ICT. The results from the present study also suggest that teachers must be involved in continuous and different types of professional development in ensuring continual integration of ICT. Given that limited published research that focus on the same context, it is envisaged that findings derived from this study will contribute to understanding on how to ensure successful integration of ICT happen. Further, it is hoped that this study will act as a guide to the Ministry of Education, school administrators, and teachers’ training institutions toward establishing professional development standard for Malaysian teachers.