How Teacher Attitudes and Administrator Behaviors Affect Levels of Technology Integration In the Classroom

Multiple linear regression analysis was conducted to evaluate how well teachers’ attitudes predict levels of technology integration into the classroom. This study also investigated whether perceived support from the administrator as the instructional leader was related to teachers’ levels of technology integration into the classroom. The population for this study included identified school districts in rural North Georgia. Utilizing the National Center for Education Statistics (NCES) for the 2002-2003 school year, the researcher identified 5 peer districts: Franklin County, Gilmer County, Stephens County, Union County, and White County. All middle and high school teachers within a district were invited to participate in the study. As a result, a total of 642 certified teachers were invited to participate in the study. Two hundred seventy-six of the 642 questionnaires were returned. Interviews with principals were also conducted to determine whether their reported behaviors supported technology integration into the classroom. A total of 11 principals were invited to participate in the interview process, but only nine principals chose to participate in this process. The Perceptions of Computers & Technology instrument was used to collect data from teachers. Based on the data analyses, the results of the multiple linear regression were statistically significant. Analysis of interview data indicated that principals viewed technology mostly as a support or supplemental tool. Most of the participating principals also viewed their role in technology integration as a provider of technology funds