This study aimed to investigate the structural relationships between teacher quality in teaching with ICT with beliefs (ease and usefulness), attitude, and behavioral intention to technology acceptance of high school teachers. For this purpose, the correlational method was used and 150 teachers of Shahr-e Babak City (N=255) were selected by a two-stage cluster sampling method. data of the components of the technology acceptance model were collected using the items of the studies Gardner & Amoroso (2004) and Klopping & McKinney (2004) and the teacher quality subscale in teaching with ICT scale by Halavani (2015) and analyzed with the path analysis method. results showed that the direct effect of the quality teacher in teaching with ICT on perceived ease and attitude toward the use of technology was positive and significant, but behavioral intention and of perceived usefulness were not significant. simple mediating results showed that perceived ease of use of technology plays a positive and significant role in the relationship between quality teachers in teaching with ICT and the perceived usefulness of the use of technology. Also, perceived ease and attitude towards the use of technology have a serial positive and significant mediating role in the relationship between teacher quality in teaching with ICT and behavioral intention to use technology. These results showed that the attitude towards the use of technology and the perceived ease of use of technology play an important role in transferring the effect of teacher quality in teaching with ICT on the behavioral intention of using technology.