Abstract
In response to the digital transformation in education, teachers are expected to develop new competencies. Although teachers gained valuable experience in digital technology use during the COVID-19 pandemic, research and practice show that primary school teachers need to be supported and trained for the new normal of innovative, advanced use and adoption of digital technologies in educational practice. This study aims to identify the key factors that influence teachers' motivation to transfer technology-enabled educational innovation in primary education. The Learning Transfer System Inventory (LTSI) factors and the adoption factors of technology-enabled educational innovation have been conceptually mapped. The LTSI model has been empirically validated with data collected from 12.7% of Lithuanian primary school teachers. The structural equation modeling technique was utilized to analyze causal relationships of factors influencing teachers' motivation to transfer technology-enabled educational innovation. The qualitative research method was used to provide a deeper understanding of key factors that influence motivation to transfer. The conducted analysis shows that motivation to transfer is significantly influenced by all five domains of factors: perceived value, personal characteristics, social practices, organizational and technology-enabled innovation factors. Motivation to transfer innovation varies according to teachers' perceived digital technology integration skills, which underpin the importance of applying different roles and strategies based on the teachers' skills. This study provides implications for designing effective professional development for in-service teachers and creating a suitable environment in schools for the adoption of innovation in post-COVID-19 education.