| This study used a sequential, explanatory mixed methods design to assess how well teachers' behavioral beliefs (outcomes of the behavior and the evaluations of these outcomes, which produce attitude), normative beliefs (expectations of others and motivation to comply with these expectations, which results in subjective norm), and control beliefs (factors that may facilitate or impede performance of the behavior, which give rise to perceived behavioral control) predict technology integration in the classroom. The theory of planned behavior provided the theoretical framework for the study. The sample consisted of high school teachers in an urban school district in Illinois. A total of 38 teachers completed the quantitative phase of the study, and eight teachers completed the qualitative phase of the study. Quantitative data were collected via a 33-item questionnaire and qualitative data were collected via a 7-item survey, both administered through the online host Quia. Quantitative data were analyzed using correlation and regression analyses. Qualitative data were coded based on the constructs in the theory of planned behavior. This study found that teacher attitude, produced from behavioral beliefs, toward technology integration is the most significant predictor of the decision to integrate such technology. The findings of this study will assist stakeholders such as educational institutions and administrators who are mandated and inclined to encourage teacher integration of educational technology in the classroom. |
