INVESTIGATING TEACHERS’ ACCEPTANCE OF TECHNOLOGY: A CASE STUDY OF HIGH SCHOOLS IN ADIGRAT CITY, TIGRAY, ETHIOPIA

Abstract

This study investigates technology acceptance among high school teachers in Adigrat, Ethiopia, where infrastructure gaps, inadequate training, and cultural resistance emerge as critical barriers to digital integration. Building on this context, the research seeks to extend the Technology Acceptance Model (TAM) by incorporating two context-specific constructs: Infrastructure Reliability and Community Validation. The literature review establishes that while global studies emphasize perceived usefulness and ease of use as primary adoption drivers, Adigrat-Tigray-Ethiopia's unique ICT4D challenges - particularly unreliable internet (with 77.3% of teachers lacking access) and strong collectivist cultural norms - necessitate localized adaptations. This study specifically addresses the research gap in understanding teacher acceptance within post-conflict Tigray's educational landscape. To comprehensively examine these issues, the study employs a rigorous mixed-methods approach, combining quantitative surveys (N=71) with qualitative interviews and focus group discussions (N=20), supplemented by observations in six classrooms. The methodology features stratified sampling across four public high schools, with triangulation ensuring data validity and strict ethical protocols protecting participant confidentiality. The findings reveal a significant paradox: while 80.3% of teachers express intention to adopt technology, actual implementation faces multiple obstacles. Infrastructure limitations (β=0.79), time constraints (reported by 40% of teachers), and privacy concerns (55.4%) emerge as primary barriers. Additionally, the study uncovers notable gender disparities (with only 26.8% female participation) and subject-specific adoption patterns, where STEM teachers utilized technology tools 2.5 times more frequently than their counterparts in other disciplines. These findings lead to important theoretical and practical implications. The study makes a substantial contribution by demonstrating how Infrastructure Reliability and Community Validation surpass traditional TAM constructs in predicting technology adoption within low-resource contexts. Building on these insights, the discussion proposes actionable policy recommendations, including offline-first solutions, gender-inclusive professional development programs, and the innovative Tech Ambassadors initiative to address cultural resistance. The practical application of these findings materializes in the Adigrat High Schools Educational Technology Platform (AHSETP), which achieved 91% offline functionality and an 89% exam creation success rate during pilot testing. This platform stands as a scalable model for technology integration in resource-constrained educational environments, demonstrating the study's potential for real-world impact.