The purpose of this study was to examine the effects of key organizational readiness dimensions and extrinsic motivation on the teaching staff’s intention toward the continued voluntary use of e-learning innovations post COVID-19 pandemic. These effects have not received considerable focus in the extant e-learning literature. To mitigate this lack, an integrated model encompassing dimensions from several organizational readiness frameworks and a motivational theory was developed. The model postulated these dimensions as direct determinants of the e-learning innovations continuance intention. A structured questionnaire-based survey was conducted to empirically assess the developed model. The intended population for this survey was composed of teaching staff at a Saudi higher education institution characterized by a wide adoption of e-learning innovations during the pandemic. The 233 valid responses obtained from this population were analyzed using the structural equation modeling method. The results indicated that only two organizational readiness dimensions (i.e., teaching staff readiness and administrative support) and extrinsic motivation were significant positive drivers of the continuance intention to use e-learning innovations. According to these findings, the study emphasizes that the key e-learning stakeholders should develop effective policies and procedures that reinforce the roles of the examined dimensions in promoting such continuance intention, which represents a crucial indicator for the successful implementation of the adopted innovation.