The COVID-19 pandemic forced teachers to suddenly change their teaching mode from face-to-face to emergency remote teaching creating the biggest disruption in the history of education. Despite facing significant challenges such as a lack of proper information technology training, teaching unprepared students, and infrastructural barriers, there is a gap in research on primary school teachers’ readiness to integrate technology. This study aims to address this gap by utilizing the technology acceptance model to explore the relationships between primary school teachers’ computer self-efficacy beliefs, attitudes, and intentions to incorporate computer-based technology during times of disruption. Participants were N = 144 Greek, primary school teachers, who taught in virtual settings during the pandemic. Findings from structural equation modeling showed that self-efficacy beliefs, perceived ease of use, and perceived usefulness are strong predictors of teachers’ attitudes towards computer use. The study adds to the scarce literature on the crucial role of teachers’ self-efficacy beliefs as drivers of their intention to use technology during emergency remote teaching. Additionally, it highlights the need to consider the unique circumstances in which technology is used and provides insights that can inform the design of effective interventions and policies
