Determinants of Technology Acceptance Among Academic Staff in State Universities in Anambra State, South East Nigeria

This study investigates the determinants of technology acceptance among academic staff in state universities in Anambra State, South East Nigeria, using an extended Technology Acceptance Model framework. Despite growing institutional investment in educational technology, voluntary adoption rates among university lecturers remain inconsistent, and understanding the factors that drive or hinder acceptance is essential for targeted intervention. A cross-sectional survey design was employed with a sample of 220 academic staff from Nnamdi Azikiwe University, Awka, and Anambra State University, Uli. A structural equation modelling approach was used to test hypothesised relationships among perceived usefulness, perceived ease of use, social influence, facilitating conditions, and technology acceptance intention. Results confirm that perceived usefulness is the strongest predictor of acceptance intention, followed by facilitating conditions. Social influence from peers and institutional leadership significantly moderates the usefulness-intention relationship. Contrary to previous findings in Western contexts, perceived ease of use shows a weaker direct effect, suggesting that Nigerian academic staff prioritise functional outcomes over ease of operation. The study recommends that university management frame technology adoption efforts around clearly demonstrated instructional benefits and strengthen peer learning communities among faculty. Keywords: Technology Acceptance Model, academic staff, state universities, Anambra State, structural equation modelling