Journal of Theoretical and Applied Information Technology 30 th June 2022. Vol.100. No 12 © 2022 Little Lion Scientific ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195 3975 ATTITUDE AND COMPETENCE TO USE MADRASATI (M LMS) AMONG SCHOOL TEACHERS IN RIYADH, SAUDI ARABIA HAMAD MUAYBID ALHARBI 1 , HABIBAH AB JALIL 1* , MUHD KHAIZER OMAR 2 , MOHD HAZWAN MOHD PUAD 2 1 Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia 2 Department of Science and Technical Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia *Corresponding Author: habibahjalil@upm.edu.my ABSTRACT Attitude and competence are two factors that affect the acceptance and utilization of new technology in education. In this regard, the full utilization of the new Madrasati (M) technology among teachers in public schools in Riyadh is still challenging. Thus, this study aimed to determine the moderating effect of gender and age on the relationship between teachers’ attitudes and competence in utilizing M LMS technology in public schools in Riyadh, as mediated by behavioral intention. The survey method and quantitative approach were employed. Data were collected from 374 teachers out of the population of 13,782 teachers in schools implementing M LMS in Riyadh. The finding of the tested model showed a potential positive mediation role of BI on attitude (ATT) and competence (COM) to use M LMS among public school teachers in Riyadh. The overall mean showed that ATT1 was high among the eight items used after CFA testing, while ATT11 had the lowest mean score. Among the seven items used for CFA testing, COM18 had the highest mean score. The results also indicated that the utilization of M LMS is high among teachers. They visit M LMS three times a week and spend between 61–90 minutes per visit. The finding also revealed the direct effect of COM over ATT on M LMS utilization through mediator BI. The relationship between ATT and M LMS, as moderated by gender and age, is statistically insignificant, suggesting that ATT has no significant moderating effect on M LMS utilization among teachers. Meanwhile, COM to use M LMS positively and significantly affects M LMS acceptance and utilization in Riyadh. In conclusion, the COM to use M LMS plays a more crucial role in accepting and utilizing public school teachers in Riyadh than their ATT. Therefore, it is recommended that future studies use a longitudinal design to obtain more accurate findings. Keywords: Attitude, Competency, Madrasati (M LMS), Utilization 1. INTRODUCTION This Attitude and competence are two key teachers’ attributes that determine the effectiveness and success in teaching and learning [1]. Attitude may positively or negatively impact a teacher’s competence toward the usage of educational technology in schools [2]. This is because both attitude and competence lead to better performance in teaching and learning. Competence is the ability to adopt and adapt to the best attitude toward handling new things or changes for optimal delivery [3]. In the meantime, attitude is a factor that defines what a teacher’s behavioral intention entails toward new technology. Teachers’ knowledge can change by developing a new attitude toward new technology, specifically adopting or rejecting it [4] and establishing beliefs that influence their behaviors [5]. Teachers’ attitudes have been identified as the main predictor of the new technological utilization in schools for learning essential skills [6]. In the Kingdom of Saudi Arabia (KSA), it is still challenging school for teachers to accept the full utilization of Madrasati (M) LMS because some believe the new technology does fit well with their micro-or macro-performance and expectations [7,8]. In this light, Saudi teachers’