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This study compared integration of information and communication technology (as computer use) between secondary school mathematics and non-mathematics. A survey consisting of items on demographic information, computer use experience and five technology acceptance variables (computer self-efficacy, Teacher efficacy, Attitude towards computer, Social influence and Constructivist belief) was used for data collection. Data from 400 teacher respondents was used for analysis. WarpPLS 4.0 software was used to conduct the analyses for PLS-SEM and Multigroup comparison using MS Excel. Results show that computer self-efficacy had significant direct effect on computer use; moderated by age and computer experience for mathematics and non-mathematics teachers respectively. Teacher efficacy had a negative significant relationship with computer use for mathematics teacher sub-sample moderated by gender and age. Attitude towards computer had a positive total effect on computer use for the mathematics teacher sub-sample mediated by computer self-efficacy and moderated by gender. Social influence had a significant positive total effect on computer use for the non-mathematics teacher sub-sample moderated by age. Constructivist belief revealed inconsistent relationship with computer use (positive for non-mathematics teacher subsample and negative for mathematics teacher sample) with computer self-efficacy as a mediator of this relationship in the non-mathematics teacher sample.

international journal of education and social science research

TEACHER-RELATED FACTORS IN INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN SECONDARY EDUCATION: A PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING APPROACH