Understanding What Drives Physical Education Teachers’ Intention to Use Digital Technology in Teaching: Evidence From the Theory of Planned Behavior and Technology Acceptance Model

Abstract

Purpose : This study integrates the Theory of Planned Behavior and the Technology Acceptance Model to examine factors influencing physical education (PE) teachers’ intention to use digital technology in teaching. Method : Survey data were collected from 734 in-service primary and secondary school PE teachers in China and analyzed using structural equation modeling. Results : Subjective norms, behavioral attitudes, and perceived usefulness significantly predicted PE teachers’ intention to use digital technology, whereas perceived behavioral control was not a significant direct predictor of intention. Perceived ease of use did not directly predict intention, but it influenced it indirectly through perceived usefulness and behavioral attitudes. Conclusion : These findings partially support the integrated Theory of Planned Behavior and Technology Acceptance Model model in PE, highlighting social, individual, and technological influences and offering implications for policy, leadership, teacher education, and technology development.