Despite growing advocacy for technology integration in education, many mathematics teachers continue to underutilise digital tools such as Interactive Whiteboards (IWBs) in teaching. Identifying the factors that influence technology adoption is essential for informing targeted support and fostering professional growth among educators. However, there remains a limited understanding of how subjective norms and self-efficacy affect teachers’ adoption of such technologies in mathematics teaching. This quantitative study investigates whether subjective norms and self-efficacy significantly influence the sustained use of IWBs among mathematics teachers in three South African districts: Gauteng West, Gauteng South, and Gauteng East. Grounded in the Theory of Planned Behaviour and Self-Efficacy Theory, the study utilised a structured questionnaire, with data analysed using SPSS-23. Findings reveal that both self-efficacy and subjective norms play critical roles in teachers' adoption of IWBs. Specifically, teachers are more likely to integrate IWBs when they perceive encouragement and approval from their peers and when they have confidence in their own technological abilities. The results underscore the importance of fostering a supportive school environment and cultivating positive peer influences to promote effective technology use in mathematics instruction. Encouraging awareness of both personal beliefs and social influences may enhance technology integration efforts across schools.

Keywords: Interactive whiteboards, subjective norms, self-efficacy, mathematics, teaching, theory of planned behaviour, technology.