In recent years, educational institutions have witnessed a rapid integration of technology into teaching and learning processes, with Google Workspace for Education (GWFE) becoming a popular suite of tools for collaboration and productivity. Despite its widespread adoption in many educational settings, there remains a need to understand the factors influencing teachers' adoption and use of GWFE. Existing literature has explored the adoption of technology in education, however there is limited research that has specifically focused on the adoption and usage of GWFE among teachers, leaving a gap in knowledge regarding the factors and perceptions that shape teachers' technology use within this specific platform. This study aims to address this knowledge gap and provide valuable insights into the factors influencing teachers' adoption and use of GWFE in their teaching practice. 

A knowledge contribution is made to the field by expanding the understanding of technology acceptance and usage in education. It emphasises the significance of teachers' behavioural intention and provides practical implications for educational policymakers and practitioners. The research also offers a modified model that accounts for previously overlooked factors which provides knowledge into a multifaceted aspect and an explanatory account of technology usage in the educational landscape.

A quantitative approach was employed using a survey based on constructs from the Technological Pedagogical Content Knowledge (TPACK) and Unified Theory of Acceptance and Use of Technology (UTAUT) models as well as additional constructs that aimed to provide a more holistic picture. The survey was completed by thirty-eight teachers from five different schools using a cluster sampling, which was cleaned and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) on SmartPLS. 

The main findings of the research indicate a strong positive relationship between teachers' Behavioural Intention and their Actual Use of GWFE showing that enhancing teachers' intentions through interventions and programmes is essential for promoting successful digitalisation strategies. Factors such as Performance Expectancy, Effort Expectancy, and Technological Pedagogical Content Knowledge (TPACK) significantly influence teachers' Behavioural Intention. Therefore, this study highlights the importance of teachers perceiving it as an effective and easy to use tool and possessing the necessary knowledge to integrate it in teaching and learning practices. However, no significant relationship was found between Social Influence and Behavioural Intention, as well as Supporting Conditions and Actual Use. The impact of COVID-19 on teachers' Behavioural Intention was also weak. There is a necessity to give more attention to these factors and investigate them further in the future.