Term of Award

Spring 2009

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Leadership, Technology, and Human Development

Committee Chair

Barbara Mallory

Committee Member 1

Byron Griffin

Committee Member 2

Paul Brinson

Committee Member 3

Sonya Shepherd

Committee Member 3 Email



The purpose of this quantitative study was to investigate the relationship of different factors, including leadership, on Georgia elementary teachers' technology use. The researcher investigated the availability and the usage of technology in Georgia elementary public schools by teachers for delivery of instruction. The researcher also investigated school principals' support for technology use, and school teachers' attitude (technology autonomy, technology self-efficacy, technology experience, and technology anxiety) in relation to technology use. Following the pilot study, questionnaire packets were mailed to third grade teachers' of 150 elementary schools that participated in the study. The final sample of this study consisted of 355 Georgia third grade elementary teachers. The collected data were entered in the Statistical Package for the Social Sciences (SPSS) program. The data were analyzed using descriptive statistics. Pearson's correlation and regression analysis were used to determine if relationships existed between the collected data. The data indicated that Georgia's elementary teachers did have access to instructional technology and they were using the technology. The data indicated that school principals' support of technology, teachers' experience with technology and teachers' anxiety towards technology correlate with technology use. Teachers' technology autonomy, teachers' technology self-efficacy and schools selected technology procedures were not significantly related to technology use. School principals need to encourage their teachers to use the technology available to them and to support their participation in technology professional development. School principals need to continue to encourage technology integration and to continue funding for technology equipment. Colleges' and universities' educational departments can use this study to educate aspiring school principals in their future roles as technology leaders. School principals can use this study to help in making informed decisions when dealing with teacher anxiety as a result of the high expectations of technology integration.

Research Data and Supplementary Material