Abbie MartinFollow




School of Education


Doctor of Education (EdD)


Rebecca S. Harrison


Administrators, Andragogy, Attitude, Professional Development, Technology, Training


Curriculum and Instruction | Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Educational Administration and Supervision


The purpose of the study was to determine if there is a relationship between amount of training administrators receive in technology integration and their attitudes toward technology. Previous research has revealed a relationship between teachers’ attitudes (Shiue, 2007; Shoffner, 2009), training (Adcock, 2008; Donnell, 2009; Lei, 2009; Sadik, 2008), and actual usage of computers. However, a gap in the research exists around the role and influence of administrators’ training and attitudes on the integration technology. A quantitative correlational research design was employed to investigate three hypotheses: the relationship between training and attitude, age and attitude, and years of administrative experience and attitude. The sample consisted of 66 volunteer elementary, middle, and high school administrators in two school divisions in southeastern Virginia. In order to determine the significance of each possible relationship, a Spearman’s correlation coefficient was calculated. The data indicated a moderately significant, positive relationship between the quantity of training and administrator attitude scores, indicating that administrators with more hours of technology training are more likely to have a more positive attitude toward technology integration. Additionally, a moderately significant, negative relationship was discovered between years of administrator experience and administrator attitude scores, indicating that administrators with more experience are more likely to have a lower attitudinal score. No statistically significant relationship was noted among age and administrator attitude scores. Further research is recommended to evaluate the effects of quality and type of professional development on attitude.