Understanding primary teachers' instructional modality preferences: a multi-theory perspective on face-to-face, ICT-enhanced and online teaching

Ahmad Syawaluddin

doi:10.1080/02188791.2026.2631723

Understanding primary teachers' instructional modality preferences: a multi-theory perspective on face-to-face, ICT-enhanced and online teaching

2026-02-01

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AI

A

Ahmad Syawaluddin *

U

Ummu Radiyah

N

Nurul Mukhlisah Abdal

R

Rafsanjani Supardi

W

Wirawan Setialaksana

DOI：10.1080/02188791.2026.2631723

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This study explores how ICT integration influences primary school teachers' intentions to choose face-to-face (F2F), ICT-enhanced F2F or online synchronous teaching, using the Theory of Planned Behaviour (TPB). A survey of 759 Indonesian teachers was analysed with PLS-SEM. Findings show that perceived behavioural control (self-efficacy) is the strongest predictor of online teaching intentions, highlighting confidence as the key driver of digital instruction. Subjective norms significantly influence preferences for ICT-enhanced and online modalities, while attitudes towards ICT positively affect ICT-enhanced and online teaching but negatively relate to pure F2F, indicating that ICT is viewed as a complement, not a substitute. Facilitating conditions alone are not sufficient for ICT adoption. These results underline the importance of teacher training that builds confidence, supports pedagogical knowledge and encourages collaboration to support effective ICT integration.

Keywords:

Theory of planned behaviour

learning modality

TPACK

technology resistance

teaching modality

Understanding primary teachers' instructional modality preferences: a multi-theory perspective on face-to-face, ICT-enhanced and online teaching

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