Ahmad Syawaluddin, Ummu Radiyah, Nurul Mukhlisah Abdal, Rafsanjani Supardi, Wirawan Setialaksana
This study explores how ICT integration influences primary school teachers’ intentions to choose face-to-face (F2F), ICT-enhanced F2F or online synchronous teaching, using the Theory of Planned Behaviour (TPB). A survey of 759 Indonesian teachers was analysed with PLS-SEM. Findings show that perceived behavioural control (self-efficacy) is the strongest predictor of online teaching intentions, highlighting confidence as the key driver of digital instruction. Subjective norms significantly influence preferences for ICT-enhanced and online modalities, while attitudes towards ICT positively affect ICT-enhanced and online teaching but negatively relate to pure F2F, indicating that ICT is viewed as a complement, not a substitute. Facilitating conditions alone are not sufficient for ICT adoption. These results underline the importance of teacher training that builds confidence, supports pedagogical knowledge and encourages collaboration to support effective ICT integration. © 2026 National Institute of Education, Singapore.
Elementary Education, Universitas Negeri Makassar, Makassar, Indonesia; Informatics Engineering, Universitas Nusa Mandiri, Jakarta, Indonesia; Informatics and Computer Engineering Education, Universitas Negeri Makassar, Makassar, Indonesia; Educational Administration, Universitas Negeri Makassar, Makassar, Indonesia
