This study aims to investigate the factors influencing teachers' intentions to integrate Virtual Reality (VR) technology into their educational practices, utilising the Unified Theory of Acceptance and Use of Technology (UTAUT-2) framework. The research involved adapting and validating the 'Acceptance of Mobile Immersive Virtual Reality in Secondary Education Teachers' scale to the Turkish context, ensuring cultural relevance and psychometric reliability. Data were collected from 213 in-service teachers with prior experience in using VR in education. The results of the Confirmatory Factor Analysis (CFA) confirmed the validity of the adapted scale. The findings indicate that effort expectancy, social influence, personal innovativeness and hedonic motivation significantly predict teachers' behavioural intentions to adopt VR technology. However, contrary to expectations, performance expectancy and facilitating conditions did not show a significant impact. These results underscore the importance of focusing on the ease of use and social support mechanisms, as well as fostering a culture of innovation amongst educators, to successfully integrate VR into educational settings.