Using the theory of planned behaviour to predict Bruneian science and mathematics teachers’ intentions to use ICT in teaching

Abstract

The Theory of Planned Behaviour (TPB) (Ajzen, 1985) was utilised as the theoretical framework for predicting and explaining science and mathematics teachers’ intentions and use of ICT in teaching. The study employed of six-part self-report survey questionnaire: (1) demographic information, (2) Attitudes towards use of ICT, (3) Subjective Norms, (4) Perceived Behavioral Control, (5) Intention to use, and (6) Use of ICT scales. 109 science teachers and 104 mathematics teachers from 15 secondary schools in one district in Brunei responded to the questionnaire. Structural equation modelling (SEM) using statistical software AMOS version 5.0 was used to assess the strength of the relationships between the observed and construct variables and the model fit. The results indicated that teacher’ attitudes towards use of ICT and subjective norms significantly predict their intentions and subsequently intentions and perceived behavioural control significantly predict behaviour. However, perceived behavioural control was found not to have significant influence on intentions. The TPB theoretical model explains 20% of the variance in teachers’ intentions to use ICT and 31% of the variance in actual use.