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Objective: This study is to investigate the influence of innovative leadership and technology readiness on digital technology use with technology acceptance model as research framework. Theoretical Framework: The study is designed to construct a comprehensive digital technology use model attributing innovative leadership, technology readiness and the main predictors in technology acceptance model namely perceived usefulness and perceived ease of use to predict digital technology use by teachers. Method: The proposed model was investigated with quantitative method conducted by delivering a questionnaire to the teachers in transformational schools. The smart PLS 3.0 was used to analyze the data collected. Results and Conclusion: Technology readiness, perceived usefulness and perceived ease of use have significant direct effect on digital technology use whereas innovative leadership has been proven to have no direct effect on digital technology use. Prominently, both innovative leadership and technology readiness have significant indirect effect towards digital technology use. Perceived usefulness and perceived ease of use are proven to positively moderate both innovative leadership and technology readiness towards teacher’s digital technology use. Originality/Value: First, this study emphasizes the updated modified TAM as conceptual research framework in predicting teachers’ digital technology use. Second, it offers empirical data showing new insight on factors influencing teacher’s digital technology use both directly and indirectly. Third, the unique research location also provides demographical attributes that rarely found in previous research. Last but not least, theoretically, it contributes more proof on TAM parsimony as a theory.
Unasiansari et al. (Thu,) studied this question.