Factors affecting trainee teachers’ intention to use technology: A structural equation modeling approach

Abstract

It is becoming necessary for trainee teachers to willingly accept technology as a tool for learning, effective teaching and assessment. The aim of this study is to measure trainee teachers’ perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, attitude towards technology use and behavioural intention to use technology. Data was collected from 203 trainee teachers in Bahrain. We employed structural equation approach to analyse the relationships among the factors affecting trainee teachers’ intention to use technology. Results from structural equation modeling analyses suggested that perceived ease of use was a moderate predictor of perceived usefulness and attitude towards use and perceived usefulness was a strong predictor of behavioural intention to use technology. However, subjective norm and attitude towards technology use were not found significantly associated with behavioural intention to use technology. This study has contributed to the growing body of studies on the technology acceptance model and it is the first study in the Kingdom of Bahrain that has explored trainee teachers’ intention to use technology.