Abstract
This research explores the factors influencing the adoption of electronic tests by cycle one teachers in basic education in the Sultanate of Oman. Grounded in the Technology Acceptance Model (TAM), the study employed a descriptive methodology. A questionnaire comprising (70) items was developed to collect data and validated through statistical analyses. The sample consisted of (723) female teachers from Muscat and Al-Dakhiliyah governorates, selected through stratified random sampling. Using Structural Equation Modeling (SEM), the findings revealed high levels of perceived usefulness, ease of use, computer competencies, barriers, and positive attitudes towards electronic test adoption, with mean scores exceeding (3.40). However, available facilities and actual utilization showed moderate levels, averaging (3.30) and (3.05), respectively. Statistically significant positive direct effects were found from perceived usefulness, available facilities, and attitudes towards electronic test implementation, with regression coefficients of (0.142, 0.254), and (0.255), respectively. Anticipated barriers showed a negative direct effect, with a coefficient of (-0.113). Additionally, ease of use, perceived usefulness, computer competencies, and available facilities positively influenced attitudes, with coefficients of (0.218, 0.186, 0.345), and (0.108), respectively. The results also reflected a weak but statistically significant mediation effect between facilitation, computer competencies, ease of use, perceived usefulness, and actual utilization. There is no significant differences were found in electronic test adoption based on experience, governorate, or specialization.