The purpose of this study is to explore the vital factors that influence teacherís intention to use technology in higher education. PLS-SEM has been used to analyze the data collected from 201 business university teachers. The study strives to examine the impact of eight variables i.e. Performance expectancy, Effort Expectancy, Social influence, facilitating conditions, individual self-efficacy, human assisted self-efficacy, Computer Anxiety and attitude on teacherís intention to use technology using the technology acceptance model of Unified Theory of Acceptance and Usage of Technology. The empirical findings revealed that the social influence, facilitating conditions, individual self- efficacy and attitude have the significant and positive impact, while computer anxiety has negative significant impact on intention to use technology. However, performance expectancy, effort expectancy and human assisted self-efficacy have insignificant impact on teacherís intention to use technology. The present study provides an inclusive view to understand the acceptance of technology by teachers. The strength of present research lies in studying the extended version of UTAUT which will guide the university administrators and policy makers in understating those factors that influence the technology acceptance among teachers.