This study investigated the effect of Senior High School (SHS) teachers’ perceptions of Information and Communication Technology (ICT) on their Actual Use (AU) of these tools in teaching. Guided by the Technology Acceptance Model (TAM), the study examined three primary constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEU), and Actual Use (AU) of ICT. Data were collected from 548 SHS teachers using a structured questionnaire and analyzed using descriptive statistics and multiple regression analyses. Findings revealed that teachers held high perceptions of both the usefulness and ease of use of ICT tools, with mean scores for PU and PEU consistently above the midpoint of the 7-point Likert scale. Results also showed a moderately high level of actual ICT use, although this varied across specific teaching practices and was influenced by institutional support. The regression analysis demonstrated that PU significantly influenced AU, explaining over 51% of the variance in teachers’ ICT use. Similarly, PEU significantly influenced both PU and AU, accounting for nearly 50% of the variance in each case. These findings confirm the central role of teacher attitudes in determining ICT integration. The study concludes that fostering positive perceptions of ICT’s value and usability is crucial for increasing its classroom application. It recommends sustained professional development, peer collaboration, and investment in digital infrastructure to enhance ICT integration. The findings provide useful implications for a contextual comprehension of technology adoption in Ghana’s education system and offer practical implications for policymakers, school administrators, and teacher training institutions.