Investigating primary school teachers' intentions to integrate Informatics: a study of an adapted Theory of Planned Behaviour

OpenAlex English

Although primary education curricula worldwide are being updated to include Informatics, little research explores primary school teachers’ intention to integrate it amidst curriculum changes and technological advancements. This study applies an adapted Theory of Planned Behaviour (TPB) to predict teachers’ intention to integrate Informatics. Therefore, 202 primary school teachers completed an online survey assessing four constructs of the adapted TPB. Structural equation modelling was employed to analyse the causal relationships of constructs. Findings confirm that perceived ease of use, subjective norm and Informatics integration self-efficacy significantly influence teachers’ intentions. Subjective norms have the most substantial impact, exerting a large total effect on teachers’ behavioural intentions. Given the importance of subjective norms for less experienced teachers, support regarding positive attitudes integrating Informatics becomes crucial. Implementing the recommended strategies can assist educational stakeholders in supporting teachers, fostering positive attitudes and intentions, and equipping students for their future in the digital world.