A Multivariate and Structural Modelling Analysis of Teacher Readiness and Adoption of the TM1 laptop computer for classroom Use

This study examined the determinants of Ghanaian teachers’ readiness for and adoption of the TM1 laptop, focusing on personal dispositions, psychological barriers, contextual factors, and demographic characteristics. Participants were 144 pre-tertiary in-service teachers. Descriptive statistics, MANOVA, and structural equation modelling were used. Teachers reported generally positive attitudes, high optimism, and strong self-assessed knowledge and skills despite limited ICT infrastructure. Professional development needs were high, and exposure to technology-related professional development emerged as the only significant demographic predictor of readiness and adoption. Structural equation modelling showed that optimism, comfort with technology-mediated interaction, and perceived security were the strongest predictors, accounting for 44% of the variance in adoption. ICT facilities had no direct effect once psychological and dispositional factors were considered. These results highlight affective dispositions and professional development in resource-constrained contexts.