Adopting self-determination theory and the perceived characteristics of innovation as the theoretical background, this study investigates the school teachers' willingness to adopt and reuse an e-learning system. Three hundred and eighty-eight valid questionnaires were collected for analysis using structural equation modelling. The results demonstrated that perceived autonomy and competence have positive influences on intrinsic motivation, while subjective norm and organisational policy have positive influences on extrinsic motivation in both the reuse and the adoption models. Further, an improvement with regard to perceived characteristics of innovation in the e-learning system can facilitate teachers' intrinsic motivation to continue to use the system usage. Both intrinsic and extrinsic motivations affected the willingness to reuse or adopt the e-learning system differently. Finally, the theoretical and practical implications of this work are also discussed.