(IJACSA) International Journal of Advanced Computer Science and Applications,

Vol. 8, No. 12, 2017

Factors Influencing the Adoption of ICT by Teachers

in Primary Schools in Saudi Arabia
Teachers’ Perspectives of the Integration of ICT in Primary Education

Sami Alshmrany Brett Wilkinson

School of Computer Science, Engineering and Maths School of Computer Science, Engineering and Maths
Flinders University Flinders University
Bedford Park, South Australia Bedford Park, South Australia

Abstract—Information and communication technology (ICT) system by providing a platform for new teaching
has become part of everyday life for the many people in business, methodologies and efficient administration tools [3], [4].
entertainment, education and many other areas of human Teachers can guide student learning in diverse subjects,
activity. Students in primary school are just beginning to learn arguments and theories with interactive ICT tools [5], [6]. The
and accept new ideas, show a maturing creativity, develop asymmetric communication offered by ICT can provide an
critical thinking and decision making skills. ICT enriches all easy way to share information on an ‘anytime, anywhere’ basis
these processes. In education, the successful integration of ICT [7], and allows teachers to participate more fully in the learning
into learning and teaching depends on teachers’ attitudes and process, while learners benefit from ready access to materials
their ability to use communication technologies, not just
or assistance [4]. Dedicated channels of communication mean
competently, but with skill and imagination. Experience is
required with the medium, however, but ICT use in education
that ICTs can assist in the unification and bonding of students
has been largely ignored in Saudi Arabia. The study described and schools while reinforcing good quality learning [8].
here investigated the factors influencing the adoption of ICT as a Students access information in a variety of ways, organise it
teaching tool by teachers at Saudi Arabian primary schools. and construct meaning from it. Thus, ICT in education can
Analysis of the data showed computer literacy and confidence improve both individual and class academic performance [9].
with technology registered a significant positive effect on the At the primary level, young minds are open to new ideas,
study, participants’ effort expectancy, which in turn positively
show creativity, develop critical thinking and above all, are
influenced their behavioural intention to adopt ICT. On the other
ready to absorb surrounding information for informed decision-
hand, Saudi culture, social conditions, system quality, and other
obstacles discourage the uptake of ICT by primary school
making at any later stage in life [10], [1], which makes
teachers. The findings of this study will assist the Saudi exposure to ICT particularly important in primary education
government to enhance the positive factors and eliminate or [1]. Realizing the importance and potential for accelerated or
reduce the negative factors to ensure successful adoption of ICT advanced learning, ICT has therefore been introduced in
in primary education by teachers. primary schools in many countries. The use of ICT has
provided opportunities for primary school teachers to develop
Keywords—Information and communication technology (ICT); professionally [15], [16], and for education services to be
primary education; Saudi Arabia; computer literacy; behavioural improved in countries such as Belgium [11], China [12], and
influence Korea [13].
I. INTRODUCTION Since it is the classroom teacher whose behaviour will have
the greatest impact on the successful adoption and application
Information and communication technology (ICT) of ICT for learning and teaching, the circumstances of its
generally refers to the ‘diverse set of technological tools and introduction for them is critical [14]. It is their acceptance,
resources used to communicate, and to create, disseminate, attitudes and intention to use ICT [17], [18], [19] that
store, and manage information’ [1]. Although the components determine the quality of its integration into the school system
of ICT change and evolve rapidly, information and and the success or failure of its use as a learning and a teaching
communication technologies of some sort are part of everyday tool. It is necessary therefore to understand the factors affecting
life for many people worldwide in the business, social and teachers’ adoption of ICT as part of their everyday pedagogy
education sectors. by investigating them in the midst of their teaching context.
Kozma [2] has argued that in the field of education, In the context of education in Saudi Arabia, the use of
investment in ICT supports economic growth, promotes social digital technologies is new. The country does not have
development, advances education reform and supports effective ICT programs like other developed nations,
education management. While ICT cannot solve all the issues particularly for primary education. Although the government is
common to education systems, such as low literacy rates or making efforts to improve the whole education system,
lack of resources, it can provide novel solutions to the learning especially in terms of using ICT [20]-[22], it is a feature with
and teaching obstacles encountered in a traditional educational which the nation has little historical experience.

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ICT was officially implemented throughout secondary Ministry of Education (MoE) and the Ministry of Higher
schools less than a decade ago. In 2007, the King Abdullah bin Education (MoHE) [27], [23].
Abdul-Aziz Project for Public Education Development,
Tatweer (to develop), was introduced at secondary school The education system can be divided into two broad
level. The Tatweer program 1 was established in an effort to categories: general education and higher education. General
reform secondary education in Saudi Arabia via the Tatweer education consists of three stages: six years of primary school,
Smart School, Tatweer Education, and Tatweer Transportation three years of intermediate school, and three years of secondary
programs [23]. The program is not yet integrated into primary or high school. The curriculum, syllabus and textbooks are
education, and despite the importance of ICT in primary uniform throughout the country for all stages.
education, the integration of ICT at primary level continues to Children enter primary school at the age of six. The main
be ignored [22], [24]. objectives of primary education are to instill the correct Islamic
This leads to ongoing disadvantages for Saudi primary spirit in the children by providing religious education, while
education, when compared with the secondary and tertiary ensuring they develop a sense of belonging to an Islamic
level institutions that are moving towards ICT implementation nation. It is considered desirable that the students understand
through mandatory education leadership programs [25]. It their rights and duties, and learn to take responsibility for their
follows logically that the use of ICT at the primary level would behaviour. The schools also seek to foster a desire to learn and
prepare the children from the very early stage of education to make good use of one’s time. Loyalty to the country’s rulers
enable them to use ICT with confidence by the time they reach and love for the country are encouraged.
secondary school. However, effective strategies critical to the At the same time as these affective factors are being
introduction and usage of ICT in Saudi primary schools are not encouraged, the students learn basic skills in language and
currently in place [26]. numeracy, while participating in physical education. The
In order to ensure the successful adoption of ICT in children are promoted from one grade to the next if they pass
primary education by teachers in Saudi Arabia, the first and an examination at the end of the academic year. At the end of
grade six, the students passing the Elementary Education
foremost task is therefore to determine the positive and
negative factors influencing the adoption of ICT. For the use of Certificate are considered qualified for secondary education.
technology to be accepted and adopted by the teachers, they B. Research Model and Hypotheses
must have a positive intention to use communication A wide range of theoretical models related to technology
technologies for their daily activities. In general, there would acceptance have been developed and studied over the last three
be several factors that would modify the behavioural intention decades to understand and model an individual’s reaction to
of the teachers. innovation and the impact factors affecting the adoption of new
This paper describes the selection of a theory of technology technologies, specifically ICT [28], [29]. The theories of
adoption with which to model the ICT use or potential use by innovation diffusion can be applied to innovations of all types
Saudi primary school teachers. Consulting the literature, and (e.g., mobile phones; cloud computing). The most commonly
using the Unified Theory of Acceptance and Use of utilized primary theories of innovation diffusion related to
Technology (UTAUT), we anticipated the factors most likely technology adoption include the:
to motivate the adoption of ICT or its rejection, and explain
 Theory of Reasoned Action (TRA) [30]
them here, along with the development of additional
constructs, and our hypotheses and their testing. This is  Theory of Planned Behaviour (TPB) [31], [32]
followed by the ways in which we analysed the results, as well
as a discussion of the results themselves and the implications  Technology Acceptance Model (TAM) [32]
for Saudi primary education.  Technology Acceptance Model 2 (TAM 2) [28]
II. THEORETICAL FRAMEWORK  Technology Acceptance Model 3 (TAM3) [29]
A. Primary Education in Saudi Arabia  Unified Theory of Acceptance and Use of Technology
In Saudi Arabia, all education policies are subject to (UTAUT) [28]
government control. The Educational Policy Document issued
These theories and models have evolved with time and
by the Council of Ministries is the basic reference on the changing contexts. TAR, TPB and TAM are relatively older in
fundamentals and goals of education. The aims of the policy terms of modelling ICT-related innovation acceptance and
are to make education efficient; to meet the religious, economic have been superseded and no longer reflect the needs of
and social needs of the country; and to eradicate literacy among modelling ICT adoption in education. The UTAUT presents a
Saudi Arabians. more complete picture of the acceptance process by
Thus, education is compulsory for children aged between 6 consolidating and unifying numerous technology adoption
and 15 years in Saudi Arabia, where girls and boys are models [28], [33]. Elements from eight individual models are
educated separately. The administration of education in Saudi unified in the UTAUT – the TRA, TPB, TAM, combined
Arabia is controlled through two main agencies, namely the model of TAM and TPB (C-TAM-TPB), the model of personal
computer utilization (MPCU), diffusion of innovation theory
1
King Abdullah bin Abdul-Aziz public educational development project.
(DOI), social cognitive theory (SCT), and motivational model
Retrieved from https://www.tatweer.edu.sa/

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(MM). The model is a summary of current models related to oriented, it is highly possible that the teachers will be interested
the acceptance of new technology [28]. to using technology in the classroom to make study more
attractive and easy [34], [37]. They may, themselves, be
In addition to the basic elements of the UTAUT model, familiar with ICT and enjoy using it.
new variables integral to the Saudi context were introduced to
examine the relationships between different variables and find Facilitating conditions are enablers in the environment,
the factors affecting teachers (positive or negative) which are e.g., the availability of organisational resources and support
essential for the improvement of ICT use in primary school in structures to facilitate the use of a communications system. The
Saudi Arabia. quality of the resources influences a person’s perception of the
ease or difficulty of performing a task using a technology [37],
C. UTAUT Constructs to Model ICT use by the Teachers [29], [41]. In primary schools, facilitating conditions for the
The major constructs in the UTAUT model are: teachers are the related resources, such as technical help,
performance expectancy, effort expectancy, social influence, infrastructure, hardware, and software [43]. Facilitating
and facilitating conditions. Performance expectancy represents conditions have a significant effect on users’ effort expectancy
an individual’s perception of the usefulness of a technology of ICT use, and also have an impact on the intention to use new
[28], defined as ‘the degree to which an individual believes that technologies [42], [44], [45]. Without a supportive
using the system will help him or her to attain gains in job environment, it is very difficult to plan to adopt ICT, regardless
performance’. Effort expectancy represents an individual’s of how much a teacher might like to.
perception about the ease of use, which is defined as ‘the
degree of ease associated with the use of the system’. Social Given these observations from the literature, hypotheses
influence represents the subjective norms and social factors, regarding ICT acceptance amongst primary school teachers
and is defined as ‘the degree to which an individual perceives were formulated for the study. The ideas are related to one
that important others believe he or she should use the new another, and the hypotheses only present possible scenarios for
system’. Facilitating conditions is defined as ‘the degree to the teachers. These hypotheses were:
which an individual believes that an organizational and H1: Primary school teachers’ performance expectancy of
technical infrastructure exists to support use of the ICT has a significant positive effect on their attitude towards
system’ [28]. ICT.
Performance expectancy is the factor, in this case, that H2: Primary school teachers’ effort expectancy of using
indicates the anticipated improvement of performance in ICT has a significant positive effect on their behavioural
school activities as a result of using ICT facilities in intention to use ICT.
administrative and teaching processes. If the primary school
teachers believe that ICT is useful and expect that their H3: Positive social influence on the primary school
performance will improve with access to it, they will also teachers has a significant positive effect on their behavioural
develop a positive intention to use the technology in their intention to use ICT.
classes. According to the UTAUT model, performance H4: Facilitating conditions of ICT has a significant
expectancy has a significant effect on behavioural intention positive effect on primary school teachers’ perceived ease of
towards the technology [34], [35]. use of ICT.
Effort expectancy represents the amount of effort the users D. Additional Constructs to Model ICT use by the Teachers
expect it will take to use a technology [36], [37]. In the Saudi
Arabian school system, a lack of technical support and the low In order to explore ICT acceptance as deeply as possible
level of ICT competence among primary school teachers make amongst primary school teachers, computer literacy, ICT
the implementation of ICT difficult [38]. In addition, the lack system quality, cultural factors, and external barriers to the use
of access to technology, the lack of training and the lack of of ICT by the teachers were incorporated as additional
time all lead to a discouraging effort expectancy [39], [40]. variables in the original UTAUT model. These constructs are
However, it was anticipated that if this study showed that the closely related to new technology acceptance in different
perceived difficulties involved in using ICT at the primary contexts.
level could be eliminated, effort expectancy would become Computer literacy is the individual’s judgment of his or her
more positive. That is, if the primary school teachers could capacity to use the computer confidently, which is not only
experience ICT and find it easy to use, they would be likely to concerned with the skills one has, but with the judgments of
find the technology useful and develop a positive behavioural what one can do with whatever skills one possesses [43], [44],
intention to ICT in their daily activities in school. [46].
Social influence affects primary school teachers, who Computer literacy has a significant effect on users’
would all belong to different social and interest groups. It is a performance expectancy [44], [47]-[50] and effort expectancy
factor also linked directly to the students and the environment [44], [49], [51], [52]. Due to lack of access to technology, lack
of the school. of training and lack of time, the teachers in Saudi Arabia find
Social influence includes the impact of one teacher’s themselves poorly skilled in their use of ICT in teaching [39].
behaviour on another’s. Ultimately, colleagues, principals, It is reasonable to anticipate, however, that if primary school
family and friends all influence one another. If the environment teachers were more computer literate and confident in their use
in the school and among friends and family is technology of the technology, then they would find ICT easy and useful.

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System quality indicates the quality of the ICT systems H10: External barriers have a negative and direct effect on
available in primary schools for teaching and learning behavioural intention to use ICT in primary schools by the
activities. The quality of the ICT system significantly teachers.
influences perceived usefulness [44], [47], [53], users’ attitudes
toward using the technology [44], [47], [49], [54], and users’ E. Behavioural Intention to use ICT and Actual use
behavioural intentions to use technologies [44], [49], [50], [55]. In Saudi Arabia, teachers are currently limited in their use
Unfortunately, in Saudi Arabia, teachers suffer from limited of ICT facilities in their classroom for any purpose, and
knowledge of the use and maintenance of ICT, as well as the technology is rarely used in teaching [39], [40], [59]. However,
basic technical and pedagogical skills for using technology in if primary school teachers develop a positive intention to use
teaching, which negatively influences their current use of ICT ICT facilities, then they will use them to teach the students,
[39], [40]. If, however, the ICT system in a primary school given the opportunity. Therefore, the following hypothesis was
possessed all the expected characteristics, then the teachers formulated:
would find the system useful; and would develop a positive H11: Teachers’ behavioural intention to use ICT has
intention to use the system. significant and direct relation with their actual use of ICT in
Islamic culture is dominant in Saudi Arabia; it is embedded their classes and teaching.
in political, public and private life for the majority of Saudi Considering all these hypotheses and constructs, a
citizens and therefore has an impact on education and the combined model of ICT adoption for the teachers was
institutions that provide education. As a result, cultural factors, proposed, as shown in Fig. 1. The figure shows all the
such as power exercise (how people operate using their constructs used in modeling ICT behavioural intentions and
influence over different matters), social collectiveness, actual use of ICT by the primary school teachers in the study
uncertainty avoidance (societies’ tolerance of uncertainty), and sample. In this case, except for behavioural intention and actual
gender, influence the behavior of the teachers, as they are a use, all the constructs are exogenous constructs, meaning
major part of the social system [56]-[58]. independent constructs that influence the use of ICT.
Given Islamic culture and social organisation, the Saudi Behavioural intention and actual use are the endogenous
context is completely different from that of the Western nations constructs (dependent constructs of the model). However,
considered by most ICT research [56]. Saudi versions of behavioural intention can also act as an exogenous construct,
cultural factors, such as power exercise, social collectiveness, when the relation between behavioural intention and actual use
uncertainty avoidance, and gender, directly affect how teachers are evaluated.
behave in the schools and how they like to use ICT in the
classroom. Considering the social structure and cultural norms,
teachers’ use of ICT in classes would reflect the Saudi context.
External barriers are also a general condition faced by the
teachers. Lack of professional training, lack of access to the
internet, and not having enough time to use ICT are common
complaints among the teachers [59]. They have to manage the
students and also prepare for the lectures in the classes.
Without proper external support, it would be difficult to use
ICT on a regular basis.
Considering the importance and relevance of the additional
constructs, they were incorporated into the model with
corresponding hypotheses.
H5: Primary school teachers’ computer literacy in ICT has
a significant positive effect on primary school teachers’
performance expectancy of ICT use.
H6: Primary school teachers’ computer literacy has a
significant positive effect on their effort expectancy of ICT. Fig. 1. Proposed ICT behavior model for the teachers of primary schools in
H7: System quality and flexibility has significant and Saudi Arabia, Highlighted boxes indicate additional constructs integrated with
base UTAUT model constructs.
direct influence on behavioural intention to use ICT in primary
schools by the teachers. F. Methods and Materials
H8: There is a direct and positive relationship between In this study, a mixed methods approach, combining both
culture and behavioural intention to use ICT in classes. inductive and deductive methods, was used in order to collect
H9: There is a significant relationship between culture and the most comprehensive data regarding the study aim,
external barriers to use ICT in class by the teachers. including both qualitative and quantitative analysis [60], [61].
The quantitative analysis was complementary to the

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qualitative, helping to develop insight and a detailed ICT facilities. PLS-SEM was used to consider the suitability of
understanding of teachers’ attitudes toward ICT in primary the hypothetical model and its relationships with respect to the
education in Saudi Arabia. research problems. PLS-SEM is an iterative approach that
maximizes the explained variance of endogenous constructs.
1) Sampling for data collection Linear composites of observed variables are employed as
The target populations consisted of teachers of primary proxies for latent variables, in order to estimate model
schools in the Kingdom of Saudi Arabia. The sampling process relationships, given that construct validity has been established
was random, and ensured a statistically acceptable size. For [72], [73]. In this study, SmartPLS software (a standalone
qualitative analysis, interviews were conducted to provide a software specialized for PLS path models) developed by
comparison with quantitative surveys and add depth to the Ringle, Wende & Will [74] was utilized [75], [76].
responses to the survey questionnaire [60]. Like the schools,
the 200 interviewees were selected randomly from the list of c) Conformity factor analysis (CFA)
all the primary schools in the three targeted cities (Jeddah, Conformity factor analysis (CFA) was conducted to test
Riyadh and Dammam). how well an adequate a priori factor structure and its relevant
A PLS-SEM (partial least squares-structural equation model of loadings matched the actual data [77]-[81]. CFA
modelling) [63] technique was used for modeling the adoption requires both the number of factors and the specific pattern of
of ICT in primary schools by teachers in Saudi Arabia. loadings of each of the measured variables on the underlying
Teachers were targeted from the selected schools randomly, set of factors. Each measured variable is hypothesized to load
and contacted to conduct the intensive survey. After receiving on only one factor, and positive, negative, or zero (orthogonal)
all responses, the data were cleaned and processed. From this correlations are specified between the factors [82]. CFA was
process, 170 valid responses from teachers were collected. undertaken to ensure that all the items and constructs proposed
in the model influenced convergent legitimacy, construct
2) Data collection cogency, discriminant authority and factorial validity [82],
Interviews with selected primary school teachers were [83]. The proposed factors (Table I) of the models were entered
conducted for qualitative data collection to explore the for CFA, where it was assumed that the factors or items having
behaviour, mindset, perceptions and general acceptability of outer factor loading greater than 0.5 predict the corresponding
ICT in primary education. In this research, semi-structured constructs effectively, and vice-versa [84]. This analysis helped
interviews were used to obtain the teachers’ in-depth ideas. us assess the structural stability of data collected through the
questionnaire in order to develop a better understanding of the
Based on the understanding developed from the qualitative model, and pave the way for developing the PLS-SEM model.
data, quantitative data were collected from primary school
teachers in Saudi Arabia using different sets of questions to test d) Path analysis
the developed hypotheses in this study. The details of each At the first step of PLS-SEM, the path models of the
construct-related item/question can be found in Table I. Most proposed model connecting the variables and constructs were
of the questions/items were based on the basic questions considered for running the PLS-SEM algorithm in SmartPLS
formulated for the UTAUT model [28]. software (Version 3). The estimation of path model parameters
involved four steps: i) determination of an iterative algorithm
3) Data analysis
that determined the composite scores for each construct;
In order to achieve the desired goals and answer the
ii) correction for the attenuation of those constructs that
research questions effectively, to determine the validity of the
were modelled as factors; iii) parameter estimation;
conceptual model, and most importantly to guarantee the best
iv) bootstrapping for inference testing [73].
and most relevant results, efficient analysis of the qualitative
and quantitative data was essential. The significance of each parameter and the strength of the
relationships between the predicator (exogenous) and the
a) Qualitative data analysis
dependent (endogenous) constructs were determined using
The qualitative data (interviews) analysis strategies were critical ratio or t-values. Based on the weights of the indicators,
grounded in the inductive approach [60], [62]. For analysis and the relevance of the indicators was assessed to determine their
interpretation of the interview data, a ‘hermeneutical’ analysis relative contribution to forming the construct [72], [76]. After
process was used in this research [64]-[67]. Hermeneutics is the analysis, the model was evaluated using the co-efficient of
known as the ‘art of interpretation’, which is concerned with determination (R2), estimation of path coefficients (β), and
the creation of interpretive understanding of participants’ prediction relevance (Q²) [72]. Finally, the model relationship
experiences [64]-[70]. It involves the interpretation of text analysis was carried out through alternative hypothesis testing
based on iterations of the researcher’s own experience and using the p-values [85], [86].
existing literature and research, as well as one’s own contextual
ideas [65]. III. ANALYSIS AND RESULTS
b) Quantitative data analysis A. Characteristics and Actual use of ICT in Primary
Quantitative data analysis followed the deductive approach Education by Teachers in Saudi Arabia
[62], [71]. At the beginning of these the analyses, general 81.73% of the primary school teachers surveyed were male.
descriptive statistics were conducted to understand the data In Saudi Arabia most schools for females are not easily
type, frequency and percentages for different general questions accessible because of social norms and culture [87], [88], and
asked of the teachers, such as their age, education, and use of communication with female teachers was difficult to arrange.

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The teachers surveyed in this study were aged between 23 and TABLE I. CFA RESULTS FOR ITEMS WITH ACCEPTABLE FACTOR
LOADINGS FOR THE CONSTRUCTS CONSIDERED IN THE MODEL
49, with an average age of 30. The majority of the teachers
surveyed held a Bachelors degree (82.35%). Primary schools in Measurement item
Saudi Arabia have a minimum requirement of a Bachelors Factor
Construct Code description (5-point Likert
Loadings
degree before teachers are employed. The teachers were Scale)
generally comfortable with computers and technologies and My interaction with the ICT
were increasing the frequency with which they used them in system (i.e. Class room
EE1 0.74
their professional and private lives day to day [89], [90]. software, projector) would be
clear and understandable
Most of the teachers surveyed had been using personal
I would find the ICT easy to
computers in their homes for more than five years (76%). EE3
use in school administration
0.76
Many of them used a computer for six hours or more per week Effort Learning how to use ICT
(77%). The data indicated that computer use increased with the expectancy EE4 system does not require a lot 0.82
increase of experience with the computer. Most of the teachers (EE) effort
were using computers at home for internet browsing (100%),
Using ICT systems in school
word processing (82%) and e-mail (56%). Thus, the teachers does not involve too much
used computers for professional as well as personal purposes time doing mechanical
showing their familiarity with and capacity to use ICT EE5 0.68
operations (e.g. school
facilities. management works,
admission works)
This result contradicts the findings from a study by Al
ICT technology enables me to
Mulhim [39], who found that teachers in Saudi primary schools PE2 accomplish my tasks more 0.79
suffer from a great gap in their knowledge and in even the quickly
basic technical and pedagogical skills of using technology in Using the ICT increases my
teaching due to lack of access to technology, lack of training, Performance productivity (i.e.
and lack of time, which discourage them from using PE3 0.79
expectancy communication, processing
technology in their teaching. (PE) school activities)
If I use and encourage the
The majority of the teachers did not have access to
system, I will increase my
computers or the internet in the classroom for education PE4
chances of getting a raise (i.e.
0.82
purposes (75%). However, some teachers did have access to a Would give better salary)
projector in the classroom. Lack of access to computers in their In general, the school
workplace indicated that a vast majority of the teachers were SI3 authority has supported the 0.93
not able to use ICT for their teaching, despite the fact that they use of ICT
were capable of using computers at home. This finding concurs My colleagues are frequently
with studies of Alwani, and Soomro [38], [39] and Albugami Social SI4 using ICT for the classes and 0.62
and Ahmed [91] who found that despite having sufficient Influence (SI) school related activities
funding, there is still a real gap between the availability of ICT Educational authorities (i.e.
in Saudi schools and methods of implementation, that is, lack Ministry of education)
SI5 0.81
of access to technology, lack of hardware and unavailability of encouraged me to use ICT in
internet access. school
The school has enough ICT
B. Confirmatory Factor Analysis (CFA) resources including hardware
FC1 0.62
The items which actually define the constructs or are and software for officials and
related to the constructs needed to be investigated before teachers
running the PLS-SEM model to identify the factors most I get trainings to use ICT in
eligible for analysis. Based on the factor analysis of the items FC4 primary school teaching 0.81
Facilitating purpose as per requirement
(Table I) for the constructs, it was possible to ascertain which Conditions
factors would best explain the constructs in the model and (FC) A specific person/group is
predict ICT usage by teachers in Saudi primary schools. available for assistance with
FC5 0.79
any difficulties related with
Not all of the items predicted the constructs with acceptable ICT use
factor loadings (greater than 0.5). The CFA determined the In general, I am satisfied with
factors/items that really reflected the constructs. Table I shows FC6 0.77
the facilitating conditions
that for each construct the average loadings of the
corresponding items were above 0.7, which is widely accepted I feel confident that I can
for a measurement model [92]. Thus, it was confirmed that the evaluate appropriately
Computer CS1 0.86
students’ activities and tasks
constructs with these items could proceed to a PLS-SEM literacy and using ICT systems
model. In this case, the CFA also confirmed the validity and self-sufficiency
(CS) I feel confident that I can
reliability of the constructs. All the constructs proposed in
CS2 select and use educational 0.79
modelling had acceptable validity and reliability for the items software for a defined task
found from CFA.

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Measurement item 1) Test of validity and reliability

Factor
Construct Code description (5-point Likert
Scale)
Loadings In order to determine the reliability of the constructs, both
Cronbach’s alpha and composite reliability statistics were
I feel confident that I can
teach students how to locate,
measured for the teachers’ responses. A value for Cronbach’s
CS3 retrieve, and retain content- 0.84 alpha greater than 0.7 shows high reliability, while a value
related information from greater than or equal to 0.6 shows moderate reliability. If the
different sources value is less than 0.5, reliability is lacking [93], [94]. Analysis
The ICT system of the school of the teachers’ results indicated that all constructs had a
SQ2 0.80
is reliable Cronbach’s alpha of 0.7 or greater, showing high reliability,
The ICT system of the school indicating that the test items were highly correlated. It must be
SQ3
is adaptable
0.80 recognised, however, that Cronbach’s alpha is sensitive to the
Response time of ICT system
actual number of items in a test and may over- or
System
Flexibility of the school is acceptable underestimate reliability [95], [96]. Thus, in addition to
(SQ) SQ4 due to the functions, speed, 0.75 Cronbach’s alpha, composite reliability was also measured, and
features, contents, interaction it was found that all the factors showed a high composite
capability of the technology reliability value (greater than 0.7). It was confirmed, therefore,
In general, I am satisfied with that the model items and constructs had acceptable reliability
SQ5 the system quality of ICT of 0.75 (Table II).
this school
Working within a team is
Using the average variance extracted (AVE) and the
Cul7 0.73 Fornell-Larcker criterion, the convergent and discriminant
better than working alone
validity for the constructs of the measurement model for the
Men usually solve problems
Cul8
with logical analysis
0.80 teachers were determined. Convergent validity shows how well
the latent constructs are explained by the observed variables,
It is important to have job and for that the AVE needs to be > 0.50 [78]. As presented in
Culture Factor requirements and instructions
Cul12 spelt out in detail so that 0.75 Table III, all the constructs had an AVE greater than 0.5. Thus
(CUL)
people always know what all had convergent validity; that is, the responses to the survey
they are expected to do questions/statements were sufficiently correlated with the
Rules and regulation are respective latent variables.
important because they
Cul13
inform workers what the
0.63 Discriminant validity confirmed that measures of a latent
organisation expects of them construct that were not supposed to be related were not related.
Using the data from an AVE, according to the Fornell-Larcker
There is not enough time in
LA2 class to implement 0.89
criterion, if the diagonal values of the matrix are greater than
technology-based lessons other correlation values, discriminant validity has been
External established between two reflective constructs [97], [98]. This
LA3 Lack of access to the Internet 0.80
Barriers (Obs) would ensure the model constructs have discriminant validity
Lack of professional and would be useful for structural equation modelling
LA4 development opportunities on 0.61 (Table III).
using ICT in teaching
I intend to use ICT in TABLE II. RELIABILITY FOR THE FACTORS OF TEACHERS’ MODEL
BI2 0.75
teaching as often as possible
I intend to use ICT in Cronbach’s Composite
Behavioral Constructs
BI3 teaching on a regular basis in 0.78 alpha reliability
Intention to
upcoming time
Use (BIU)
EE 0.753 0.844
I intend to recommend
BI4 strongly to others to use ICT 0.71 PE 0.734 0.849
in teaching
SI 0.727 0.839
How many lessons did you
use ICT in your teaching in FC 0.753 0.842
AU1 0.92
the week 1&2 of the last CS 0.78 0.872
month?
CUL 0.714 0.823
How many lessons did you
Actual Use
use ICT in your teaching in Obs 0.713 0.818
(AU) AU2 0.87
the week 3&4 of the last
month? SQ 0.784 0.861

On an average how many BI 0.611 0.794

AU3 lessons did you use ICT in 0.87 AU 0.874 0.922
your teaching in a month?

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TABLE III. CONVERGENT AND DISCRIMINANT VALIDITY EVALUATION OF CFA

AVE AU BI CS CUL EE FC Obs PE SI SQ
AU 0.79 0.89
BI 0.56 0.31 0.75
CS 0.69 0.43 0.29 0.83
CUL 0.53 0.41 0.69 0.40 0.73
EE 0.57 0.44 0.62 0.41 0.72 0.75
FC 0.57 0.58 0.21 0.26 0.28 0.28 0.75
Obs 0.60 0.51 0.12 0.16 0.17 0.30 0.70 0.777
PE 0.65 0.14 0.53 0.02 0.55 0.48 0.04 -0.009 0.80
SI 0.64 0.53 0.19 0.65 0.33 0.31 0.43 0.273 0.07 0.8
SQ 0.60 0.61 0.23 0.40 0.22 0.29 0.73 0.622 -0.05 0.51 0.78
intention to use ICT in classes, and there is no relationship with
2) Path analysis results behavioural intention. Hypothesis H4 is therefore rejected.
PLS-SEM modelling for the teachers’ use of ICT in Furthermore, social influence also shows no significant (β = -
primary school tested estimated path coefficients, t-values 0.103, t= 1.687, p>0.05) relationship with behavioural
(critical ratio) and standard deviation. The path coefficient and intention to use ICT in schools by the teachers; therefore H3 is
the critical ratio reflect the strength of the relationship between also rejected. The analysis indicates that there is no positive
the predicator (exogenous) and the dependent (endogenous) social influence or that there is actually social hindrance in
construct. The path coefficient and their statistical significance Saudi schools in terms of intention to use ICT in class by the
are presented in Fig. 2. teachers. In contrast to facilitating conditions and social
As illustrated in Fig. 2, effort expectancy has a moderately influence, system quality and flexibility demonstrate a
positive relationship with the behavioural intention of the moderately significant (β = 0.206, t= 2.141, p<0.05) positive
teachers to use ICT in primary schools (β = 0.206, t=2.379, relationship with behavioural intention, which indicates that if
p<0.05). In addition, performance expectancy also has a system quality were better, the teachers would be more willing
moderately positive relationship with behavioural intention (β to use ICT in class. Therefore, H7 is accepted.
= 0.214, t=2.036, p<0.05). Therefore, there is a significant Fig. 2 also shows computer literacy has a very strong
relationship between performance expectancy and behavioural positive relationship with effort expectancy (β = 0.415, t=
intention to use ICT in class. The results indicate that both 4.988, p <0.05). However, computer literacy has a weak and
effort and performance expectancy increase the behavioural insignificant (β = 0.028, t= 0.292, p> 0.05) positive
intention of the teachers to use ICT for teaching in primary relationship with performance expectancy, indicating computer
schools, and hypotheses H1 and H2 are accepted. literacy has no significant influence on performance
expectancy. Therefore, H5 is rejected but H6 (for effort
expectancy), is accepted according to the model.
The model found a strong significant (β = 0.043, t= 4.937,
p<0.05) positive relationship between culture and behavioural
intention (H8 accepted) to use ICT in class. This indicates that
Saudi cultural factors can positively influence the use of ICT in
class for Saudi primary schools. However, culture has no
significant relationship with obstacles to use ICT (β = 0.177, t=
1.16, p <0.05), and obstacles to use ICT have a negative yet
insignificant relationship with behavioural intention (β = -
0.104, t= 1.06, p>0.05). H9 and H10 are therefore rejected for
this study. This indicates that obstacles can affect the use
intention, but in the case of Saudi schools, this is not
significant.
Finally, the model shows a moderately positive relationship
with behavioural intention and actual use (β = 0.319, t=3.733,
p<0.05) of ICT by the teachers in class, thus H11 is accepted.
Importantly, the R-square value for the actual use is only
0.102, indicating behavioural intention to use ICT in class only
Fig. 2. Structural equation path analysis of conceptual model for teachers’ explains 10.2% of actual use of ICT in class. This is very low,
use of ICT in primary schools in Saudi Arabia. Red arrows depict the relation indicating behavioural intention does not explain the existing
is insignificant, green arrows show significant relation. actual use. This is because actual use of communications
technology for teaching is not high. Therefore, behavioural
Facilitating condition has a weak negative, yet insignificant intention cannot predict actual use. The implication from this
(β = -0.011, t= 0.109, p>0.05) relationship with behavioural result is that the teachers are willing to use ICT, but there are
intention; implying facilities in the schools do not influence the factors preventing its adoption.

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Analysis of the data to estimate the relationship among the performance expectancy of the teacher, the greater their
variables overall revealed that the R-square value for intention to use ICT.
behavioural intention was 0.561, meaning that about 56% of
the variance in the dependent variable behavioural intention B. Effort Expectancy and Behavioural Intention of the
was predictable by the independent variables. Teachers
The teachers’ SEM model found that effort expectancy had
To further test the model, a blindfolding analysis of the a moderately strong positive relationship with behavioural
model was conducted to measure the Q2 values. In the intention to use ICT in Saudi Arabian primary schools
structural model, a Q² value larger than zero for a reflective (p<0.05). The qualitative interviews aligned with this result. In
endogenous latent variable indicates the path model’s regard to effort expectancy, one of the teachers said that,
predictive relevance for a particular construct [72]. In this case,
for behavioural intention, the Q-square value is 0.277, and for Using the computer for preparing lessons does not require
actual use, the Q-square value is 0.072, indicating the model a lot effort, but to use ICT in classrooms at advanced level
achieved statistically acceptable predictive relevance to mimic requires some efforts for which trainings are required.
the real world conditions of ICT use behavioural intention and (Interviewee #7)
the actual use by the primary teachers.
The results indicated that if ICT proved easy to use, the
IV. DISCUSSION teachers would be more likely to adopt the technology.
However, Alenezi, [25], Al Mulhim [39] and Alhawiti [40]
The supported constructs for primary school teachers in have previously pointed out that lack of access to technology,
Saudi Arabia were: lack of training and lack of time made the use of ICT in
 performance expectancy, teaching much more difficult, which concurs with the findings
captured in this study.
 effort expectancy,
C. Cultural Factors and Behavioural Intention to use ICT by
 cultural factors, the Teachers
 computer literacy, Analysis of the data indicated that many of the teachers’
behaviour in the school and their desire to use ICT in class
 system quality, tended to relate to the cultural context. The analysis found that
 behavioural intention, and there was a strong significant positive relationship between
culture and behavioural intention to use ICT in classes among
 actual use. the primary school teachers who participated in the study
(p<0.05). This indicated that Saudi cultural factors could
Thus, primary school teachers’ performance expectancy, positively influence the use of ICT by teachers in classes in
effort expectancy, cultural factors, and system quality had a Saudi primary schools.
significant positive effect on their behavioural intention to use
ICT. Their computer literacy had a significant positive effect This finding proved quite interesting and somewhat
on their effort expectancy of ICT, and their behavioural surprising. Several studies have indicated that Islamic culture
intention to use ICT had a significant and direct relationship and the Saudi Arabian social system do not welcome ICT
with their actual use of ICT in their classes and teaching. usage. Nearly 2000 internet sites are blocked by the
government, including anti-Islamic content, demonstrating a
A. Performance Expectancy and Behavioural Intention desire to control the ICT sector and the viewer’s [91].
Performance expectancy has a significant effect on
behavioural intention towards the use of technology [44], [49]. However, the government of Saudi Arabia is attempting to
Qualitative analysis demonstrated that the teachers think that, change its social and economic structure in an effort to
modernise, that is, to become part of the developed world.
Use of ICT in classrooms improves primary school Saudi Vision 2030, for example, encourages greater
teachers teaching performance and increases learning engagement with ICT and education for young people as part
productivity of primary school students. Additionally it is of an effort to reduce dependency on an oil-based economy
effective to make the students understand about difficult topics [99]. Most of the teachers in the research sample were
though use of photos and videos. This also increases the relatively young adults, and it is possible that they considered
attention of the students (Interviewee #3). ICT in their schools and classrooms from the point of view of
the changing social and economic mood that is shaping Saudi
It can be argued that if the teachers were provided with
Arabia currently.
proper facilities, they would use ICT in their school activities
to experiment with new approved ways of teaching. This The interviews revealed a range of opinions among the
finding is consistent with the basic idea of the UTAUT model, teachers about the efficacy of ICT, but many were very
which suggested that performance expectancy would have a positive about the introduction of ICT and the positive changes
significant relationship with behavioural intention. The the technology could bring. One of the teachers explained,
position is consistent with Al Mulhim [39] and Albugami and
Ahmed [91], who suggested that perceived improvement in ICT is not suitable for their culture as it contains some bad
performance could motivate teachers to use ICT facilities more things. So they do not prefer using ICT. (Interviewee #2)
frequently. Therefore, it can be concluded that, the stronger the While another teacher indicated:

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In our social context, and following Islamic culture, it often F. Behavioural Intention and Actual use Of ICT by the
look like ICT is not having favourable environment. But things Teachers
are changing, and Islam does to hinder progressive ideas or In Saudi Arabia, the teachers currently face several
tools, rather help use them in proper ways. (Interviewee#3) structural issues that reduce their actual use of ICT in teaching
D. System Quality and Behavioural Intention of the Teachers in spite of their intentions [39], [40]. Our study demonstrated,
however, that they are very positive about using ICT. The
The teachers’ SEM model found that system quality had a
model showed a moderate positive relationship between
moderate significant (p<0.05) positive relationship with
behavioural intention and actual use (p<0.05) of ICT by the
behavioural intention. That is, if the system quality were better;
primary school teachers.
the teachers would be more willing to use ICT in classes. This
finding differs from other studies at higher levels of Saudi However, as noted previously, primary school teachers’
education. The secondary and tertiary sectors have engaged behavioural intention to use ICT did not sufficiently explain
with digital teaching technologies much more strategically than their actual use (R-square value for the actual use is only
the primary sector, and progress has been rightly noted. 0.102), with only 10.2% of actual use of ICT in classes. This is
However, on the whole, the quality of the current ICT system very low, indicating that they are not actually using ICT in
lags behind many other countries [25], which was made class despite their intention to use.
evident by our study.
As a whole, the model predicted the behavioural intention
Primary schools, particularly, continue to lack proper of the teachers with greater accuracy than actual use (R-square
staffing for ICT system support, and even if an ICT system value for the behavioural intention is 0.561), indicating that the
exists in a school, it is often outdated [39], [40]. Upon analysis, factors that influenced the desire to use ICT (56.1% of
the data offered little evidence that the teachers understood behavioural intention) were different from those that resulted in
what a quality system was, although it was clear that they its actual use. The interviews complemented these results by
understood that their systems were not high quality. In most adding the insight that most of the teachers were positive about
cases, ICT facilities were actually non-existent, but the teachers the use of ICT, but that they were not doing it currently due to
expressed the belief that system quality would encourage them the absence of facilities and support [91]. This explains why
to use ICT. Thus, there existed a strong, positive relationship their actual use was lower, despite their intentions.
between system quality and behavioural intention. It has been
argued by several studies that perceived system quality, as well As per the teachers’ SEM model path analysis, the
as actual system quality, can both influence the behavioural unsupported construct and relations for primary school teachers
intention to use ICT [47], [49], [50], [55]. in Saudi Arabia were:

E. Computer Literacy with Effort Expectancy of the Teachers  social influence–behavioural intention;
The model suggested that there was a very strong positive  facilitating conditions–behavioural intention;
relation between computer literacy, and the effort expectancy
of the primary school teachers in the sample (p<0.05). This  external barriers–culture and behavioural intention;
finding was supported by the qualitative interviews, where the  computer literacy–performance expectancy.
teachers expressed the idea that with the help of ICT they
might be better able to express their ideas to students in ways In subsection G the possible explanations for not
that would require less effort. Their comments showed, supporting these relations are discussed.
however, that they realised that they would need more time G. Social Influence and Behavioural Intention to use ICT of
when initially working with ICT [100]. the Teachers
Most of them, however, did have a basic idea about how to It was found from the model that social influence had no
operate computers, and run Microsoft Office products, so it was significant (p>0.05) relation with behavioural intention to use
possible that their existing computer literacy would enable ICT in schools by primary school teachers. This finding
them to learn the use of ICT for teaching purposes quite seemed curious on the face of it, as social surroundings often
quickly. They seemed confident that with basic training to play a vital role in ICT adoption.
improve their computer literacy, they would master the skills
required to use ICT as a learning and teaching tool. When looking at the cumulative data, it appeared that
intention to use ICT was more personal and less socially
That was the optimistic view. However, the real and directed than actual use, perhaps a reflection of the reality of
persistent lack of access to technology, lack of training and adopting a new technology if given the opportunity at this level
lack of time resulted in most of the teachers in Saudi Arabia of schooling. In this regard, one of the teachers mentioned
being inexperienced in using ICT for teaching [39], [91]. during the interviews that
It can be argued that, as more and more teachers gain the It is general view of the society that, ICT is more useful for
appropriate skills, computer literacy and confidence will secondary or mostly for higher education; the children do not
increase until the system develops a critical mass that enables need ICT to learn. My friends and wife think ICT is not needed
all teachers to ICT and implement it in their daily school for children’s education, as the lessons are quite easy.
activities. (Interviewee #6, Teacher)

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The relation between social influence and intention to use use of ICT, the intention to use the technology is not influenced
ICT was thus a complex one. It is possible that the participants by external obstacles. One of the teachers explained,
were not more active in pursuing the use of technology because
of negative social influence, while being able to appreciate the I have taken the initiative to use ICT in my classrooms for
benefits of the technology if they were assisted in using it. teaching from my personal interest. I use lecture notes using
Thus, it can be argued that social influence has a more intense computer to make them more interesting to the students. But
relation with actual use than with intention to use the facilities. for this I have not received any special training from the
school. (Interviewee #4, Teacher)
Pynoo et al. [101] did a cross-sectional study and found that
the relation between social influence and behavioural intention This respondent offered the insight that some of the
to use ICT by the teachers did not remains the same all the time primary school teachers were willing to use communications
(not always significant, or insignificant). It varies based on the technology in difficult circumstances and without support.
context of the teachers. The social surroundings of Saudi These teachers showed initiative, always intend to use ICT
teachers may not predict their intention, but may influence their when they can, but currently face obstacles that hamper actual
actual use (further explored in the interactive model for the use. External barriers and culture did not relate to behavioural
teachers). intention.

H. Facilitating Conditions and Behavioural Intention to use J. Computer Literacy with Performance Expectancy of the
ICT of the Teachers Teachers
The teachers’ model found that facilitating conditions had a The teachers’ SEM model found there was a weak and
weak negative and insignificant (p>0.05) relationship with the insignificant (p> 0.05) relation between computer literacy and
behavioural intention of the primary school teachers. This performance expectancy, indicating computer literacy had no
result indicated that facilities existing in the schools did not significant influence on performance expectancy.
influence the intention to use ICT in classes. It is possible that the teachers in the sample felt that
Several previous studies have mixed views regarding this, computer literacy would meant that they could achieve their
Teo [42], Teo, Lee, & Chai [37], Panda, & Mishra [102] goals with less effort, once they had had some training,
indicated that facilitating conditions might have influence on although some of the teachers observed that regardless of
the adoption of new technologies, while Pynoo et al. [101] knowing how to use a computer as a teaching tool, their
showed that facilitating conditions had no impact on intention performance actually depended on classroom conditions and
to use ICT by teachers, rather it affected the actual use. As personal credibility and knowledge of subjects, not on just
found in the qualitative interviews, the facilitating conditions operating ICT facilities.
for the schools in this study were poor. On the whole, teachers V. CONCLUSION
in Saudi Arabia do not have appropriate or reliable technical
facilities to use in their daily activities. As one teacher ICT has become part of everyday life for many people in
mentioned, both business and education. Technological literacy ensures
modern technology can be used purposefully and strategically,
I prefer not to use the computer available in the class and will enable Saudi development. Integration of ICT into
rather than using it because within the limited class time this Saudi education would provide a fillip to the traditional
loses some time due to the outdated system. Moreover we are education system, extending students’ and teachers’ experience
not provided with projector in every class room. For the class and knowledge.
of moderate to large number of students single computer is not
enough. So it complicates the process rather than making it ICT was introduced into education in Saudi Arabia after
easy and simple. (Interviewee #2, Teacher) numerous calls for the development and reform of the sector,
and was officially implemented throughout secondary schools
Some of these statements explain that the facilitating less than a decade ago, but has been largely ignored in primary
conditions might be responsible for lower actual use of ICT by education. The interactive model developed for this study was
the teachers, while not influencing the intention to use ICT able to identify reasons for this, which are more complex than
under the right circumstances. Thus, in general, it can be can be perceived superficially, as the evidence shows.
argued that poor facilitating conditions do not actually
influence intention to use, but that they are responsible for While, by some, ICT is already perceived as a tool for
lower actual use of ICT. improving teaching performance, collaboration, learning
experience and learning outcomes, the nation has a relatively
I. External Barriers, Culture and Behavioural Intention to short experience with ICT use in education, and disinterest or
Use ICT opposition to its use are also evident.
The study found that external barriers to the use of ICT by Data analysis for this study showed that effort expectancy,
primary school teachers in Saudi Arabia had a negative yet performance expectancy, computer literacy, and system quality
insignificant relationship with behavioural intention (p>0.05). all had a positive influence on the majority of the teachers’
Additionally, culture had no significant relation with external intentions to use ICT if given the opportunity. Computer
barriers to the use of ICT by primary school teachers (p>0.05). literacy had a significant positive effect on their effort
The result indicates that even though there are obstacles to the expectancy, which in turn positively influenced their

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Vol. 8, No. 12, 2017

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