Examining the Relationships Between UTAUT Constructs and Elementary ESL Teachers’ Behavioural Intention to Integrate Technology in Malaysian Public Schools

This study examines the relationships between performance expectancy, effort expectancy, social influence, and facilitating conditions, and elementary English as a Second Language (ESL) teachers’ behavioural intention to integrate technology in instructional practices. In the context of increasing emphasis on digital education in Malaysia, understanding teachers’ acceptance of technology is critical for effective implementation. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), a quantitative descriptive correlational design was employed. Data were collected using a structured questionnaire from 162 elementary ESL teachers in public primary schools in the Kuala Terengganu district, Malaysia. The data were analysed using descriptive statistics, Pearson correlation analysis, and multiple linear regression. The findings indicate that all four UTAUT constructs are significantly and positively related to teachers’ behavioural intention to use technology. Social influence demonstrated the strongest correlation, followed by performance expectancy, effort expectancy, and facilitating conditions. Regression analysis further shows that all four constructs significantly predict behavioural intention, with performance expectancy contributing the most, followed by effort expectancy, social influence, and facilitating conditions. The model explains a moderate proportion of variance in behavioural intention. These findings support the relevance of the UTAUT framework in understanding technology-related behavioural intention among elementary ESL teachers in Malaysian public primary schools. The study highlights the importance of perceived usefulness, ease of use, and social and institutional support in shaping teachers’ intention to integrate technology. The results provide empirical insights for policymakers and educators to strengthen technology integration initiatives, particularly through targeted professional development, improved infrastructure, and sustained institutional support to enhance digital teaching practices.

UTAUT, technology integration, behavioural intention

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