The relationship between technology acceptance model and DELIMA platform management among secondary schools principls in the state of Perak

This study investigates the relationship between principals' technology acceptance and the management of the Digital Educational Learning Initiative Malaysia (DELIMa) platform in secondary schools across Perak. Recognizing the critical role of ICT in school leadership, this study explores how principals_ perceptions and attitudes toward technology influence the management and integration of the DELIMa platform. A quantitative approach using a survey design was employed, with responses collected from 152 secondary school principals. The instrument combined elements of the Technology Acceptance Model (TAM) and the Six Facets of Technology Management, measuring perceived usefulness, ease of use, attitude, intention, actual usage, and management dimensions such as evaluation, integration, planning, implementation, training, and change. Descriptive analyses revealed high levels of technology acceptance (M = 3.90) and moderate levels of DELIMa platform management (M = 3.60). The Mann_Whitney U test indicated significant gender differences in both technology acceptance (p = .002) and DELIMa management (p = .035), with male principals reporting higher scores. However, Kruskal-Wallis tests showed no significant differences based on years of experience. A Spearman_s rho correlation found a moderate, positive relationship between technology acceptance and DELIMa management (_ = .417, p < .001). These findings suggest that principals' acceptance of technology is significantly linked to their effectiveness in managing digital learning platforms. The results underscore the importance of strengthening digital leadership competencies among school leaders and inform the design of targeted professional development programs to enhance the digital transformation of education.