Predicting Private School Mathematics Facilitators’ Use of Instructional Technology via Theory of Planned Behaviour

In Ghana, private pre-senior high schools contribute to a larger number of student intake by state senior high schools and as such investigating teachers' instructional practices is of equal importance to stakeholders, and government. One of the effective ways of improving students’ mathematics learning outcomes is through technology integration. This study adopted the Theory of Planned Behaviour (TPB) model to predict private school mathematics facilitators’ intentions and behaviour of technology integration in pre-senior high school levels in Ghana. A quantitative study based on 105 participants with a regression analysis was deployed to explores the predictive ability of perceived behavioural control (PBC), social norm (SN), and attitude (ATT) and on participants’ behavioural intention (BI) to use instructional technology as well as the predictive ability of BI on user’s behaviour (UB). The results show that BI was favourably and significantly predicted by the linear combination of ATT, SN, and PBC. However, PBC was revealed as the strongest predictor of teacher’s BI to use instructional technology. BI also predicted UB significantly. We recommend that administrators or school heads should focus on providing resources needed for technology integration, create workshops to train teachers, and reduce instructional constraints that might prevent teachers from using technology. The Ghanaian government can equally support private schools through the One Techer One Laptop initiative which was only meant for public schools.