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The use of information and communication technologies (ICTs) also known as educational technology in the teaching and learning context, has become a new normal in all sectors of education world-wide. The most important driver of the use of ICT in education has been the rapid advances in technology and to some extent, natural disasters such as COVID-19 that has affected access to education across all sectors of the education system. As a result, it has become very important that teachers in secondary schools adopt ICT for their teaching. This study therefore seeks to establish factors influencing the behavioural intentions of secondary school teachers to adopt ICT in Zimbabwe. A sample of 251 teachers were selected using stratified random sampling strategy from 10 secondary schools to participate in the study. A structured questionnaire adapted from the Oscarson Scale for Measuring Adoption-proneness (OSMA) was used for data collection. Results of the study showed that the use of technology in teaching, professional development, attitudes toward ICT, gender and ICT support services have a significant influence on the behavioural intentions of secondary school teachers to adopt ICT. A number of challenges that affected the adoption of ICT in secondary schools were also identified. The study has implications on both policy and practice with regard to the adoption of ICT in secondary schools.

Predictors of Behavioural Intentions of Teachers to Adopt and Use Information and Communication Technologies in Secondary Schools in Zimbabwe