The Study on Teachers' Motivation Towards Integration of ICT-Based Tools in the Teaching-Learning Process in Key Stage 2

Abstract

Integration of information and communication technology (ICT) is widely promoted as a route to learner-centered pedagogy, differentiated instruction, and richer formative assessment. However, policy investments in infrastructure and training do not automatically translate into sustained classroom integration. This manuscript reports a sequential exploratory mixed-methods study that examines Key Stage 2 (KS2) teachers’ motivation to integrate ICT-based tools (ICT-BT) within the teaching-learning process in Sri Lanka. The study is theoretically grounded in Self-Determination Theory (SDT) [1], Technology Acceptance Model constructs (TAM)[2], and the unified acceptance-and-use tradition (UTAUT) [3], which together explain how autonomy, competence, relatedness, perceived usefulness (PU), perceived ease of use (PEOU), social influence, and facilitating conditions shape teachers’ willingness and persistence. Phase 1 uses semi-structured interviews to elicit contextualized motivational narratives and to map barriers and enablers in KS2 classrooms; Phase 2 applies a survey to test directional relationships among intrinsic/extrinsic motivation, PU/PEOU, barriers, and reported ICT-BT integration. The participant group includes 44 KS2 teachers from 10 schools in Colombo South Zonal Education. To ensure immediate usability, the manuscript includes print-ready result tables and reporting structures so the author can insert computed statistics from SPSS or equivalent software. The discussion synthesizes theoretical and empirical insights to derive actionable implications for professional development, school leadership, and resource provision to sustain ICT integration at primary level.