Empirical Analysis of the Factors Predicting E-Learning Adoption Among Secondary School Teachers in Enugu State

Understanding the determinants of e-learning adoption among secondary school teachers in South East Nigeria is critical for designing effective technology integration support strategies, and empirically characterising these factors using a validated theoretical framework fills an important technology adoption research gap. This study empirically analysed the predictors of e-learning adoption among secondary school teachers in Enugu North and Enugu East LGAs, Enugu State, South East Nigeria. A cross-sectional survey design was employed with 200 secondary school teachers completing a Technology Acceptance Model-extended questionnaire assessing perceived ease of use, perceived usefulness, digital self-efficacy, subjective norm, facilitating conditions, and e-learning adoption intention and behaviour. Structural equation modelling was applied. Results showed that digital self-efficacy (beta = 0.48, p < 0.001) and facilitating conditions (beta = 0.43, p < 0.001) were the strongest predictors of e-learning adoption behaviour. Perceived usefulness was the strongest predictor of adoption intention (beta = 0.52, p < 0.001) but showed a weaker relationship with actual adoption behaviour, suggesting an intention-behaviour gap. Subjective norm showed significant effects only for teachers under 35 years (moderation p < 0.05). Gender was not a significant predictor after controlling for other variables. The study fills an empirical gap in South East Nigerian teacher e-learning adoption research and recommends interventions addressing digital self-efficacy through structured practice and facilitating conditions through infrastructure investment as the highest-priority adoption enablers in Enugu State secondary schools. Keywords: e-learning adoption, Technology Acceptance Model, secondary school teachers, Enugu State, digital self-efficacy