Campus Location
Dallas Campus (Online)
Date of Award
8-2025
ORCID
https://orcid.org/0009-0002-9578-4276
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Dr. Melissa Atkinson
Second Committee Member or Secondary Advisor
Dr. Marisa Beard
Third Committee Member or Committee Reader
Dr. Berlin Fang
Abstract
This study explored K–12 public school teachers’ self-efficacy, value, and pedagogical beliefs about technology. The teachers worked in a medium-sized, semi-affluent public school district in North Texas. The study investigated second-order barriers to technology integration and what might positively impact teachers’ self-efficacy, value, and pedagogical beliefs. This study used a qualitative descriptive methodology to collect qualitative data about their beliefs by interviewing and observing K–12 classroom teachers who had completed a bachelor’s degree through a traditional teacher education program. Teachers with alternative certifications or noncertified classroom instructors were omitted. Findings revealed that external factors, failure, mistakes, confidence, and professional development positively influenced self-efficacy beliefs. Their value beliefs were positively influenced by external factors and time, and their pedagogical beliefs by students’ learning needs and the classroom environment. The study concluded that educational leaders could help teachers overcome second-order barriers by understanding and acting upon what positively affects teachers’ classroom technology integration.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Hume, Crystal Ann, "Overcoming Second-Order Barriers to Teachers’ Technology Integration: A Study of Positive Impacts" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 930.
https://digitalcommons.acu.edu/etd/930