Factors Influencing the Adoption of e-Governance: Monitoring School Leaders' Behavioural Intentions through the UTAUT2 Model in Saudi School Management Systems

Abstract

This thesis develops and empirically tests a conceptual model to examine the key factors influencing e-governance adoption in Saudi Arabian schools, focusing on school principals’ engagement with a range of education-related management information systems (MIS). While FARIS and NOOR are highlighted as among the most important platforms, the study encompasses the broader spectrum of MIS used in school governance and administration. Grounded in the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), the research extends the model to include additional constructs such as Technological Self- Efficacy (TS), Technology Anxiety (TA), and Attitude towards Technology (AT). Demographic variables—age, gender, and years of administrative experience—were included to examine whether adoption behaviours vary across different groups. A mixed-methods research design was employed. The quantitative phase involved a structured online survey of 1,009 school principals from all five major regions of Saudi Arabia: Central (30%), Western (30%), Eastern (15%), Southern (15%), and Northern (10%). The survey measured UTAUT2 constructs and the extended variables using validated scales. Data were analysed using covariance-based Structural Equation Modelling (CB-SEM) with Maximum Likelihood (ML) estimation in SmartPLS 4 (Ringle et al., 2024), enabling rigorous evaluation of the measurement model (via Confirmatory Factor Analysis) and the structural model, including hypothesis testing for direct, indirect (mediated), and moderated effects. The qualitative phase complemented these findings through semi-structured interviews with a purposive sample of 10 school principals, selected to ensure variation in region, gender, and school level. Thematic analysis identified contextual, cultural, and policy-related influences on MIS adoption. ii Quantitative results showed that Performance Expectancy (PE), Facilitating Conditions (FC), and Technological Self-Efficacy (TS) had significant positive effects on Behavioural Intention (BI) to use MIS. BI, in turn, significantly predicted actual system use. Social Influence (SI) and Effort Expectancy (EE) did not have significant direct effects on BI. Mediation analysis indicated that BI partially mediated relationships between certain predictors (e.g., Hedonic Motivation (HM), Attitude towards Technology (AT)) and system use. Moderation analysis revealed that age significantly moderated the FC→BI and TS→BI relationships, with gender and experience showing limited but noteworthy moderation effects. Qualitative insights added depth to these results, highlighting systemic issues such as centralised policy control, mandatory usage requirements, disparities in digital infrastructure, and uneven access to training. Principals also noted leadership expectations, alignment with Vision 2030’s digital transformation goals, and peer modelling as critical motivators for adoption. Theoretically, this research refines UTAUT2 in an educational leadership context and extends it with constructs relevant to the Saudi socio-cultural and policy environment. Practically, it offers evidence-based recommendations for enhancing MIS design, training provision, and policy integration in schools, emphasising the need to address both individual competencies and organisational enablers to advance effective e-governance in the education sector.