Date
12-4-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Richard Jensen
Keywords
special education teachers, technology, technology proficiency
Disciplines
Education
Recommended Citation
Porter, Kreshonya, "Job-Related Factors Affecting Special Education Teachers in the PK-12 Classrooms Technology Proficiency: A Predictive Correlational Study" (2025). Doctoral Dissertations and Projects. 7707.
https://digitalcommons.liberty.edu/doctoral/7707
Abstract
The purpose of this predictive correlational study was to determine if a linear combination of job-related factors could predict special education teachers’ technology proficiency. The study is critical because teachers’ technology proficiency in a special education setting directly impacts students’ inclusivity, engagement, productivity, and achievements in the classroom. This study adds to the literature regarding special education teachers’ technology proficiency by examining specific job-related factors (experience, educational level, amount of technology-related professional development training, frequency of technology use, specialty, and job placement). The participants for this study were drawn from the population of special education teachers employed in pre-K through 12 public schools in Washington, D.C., Maryland, and Virginia (this area is also referred to as the DMV or the Washington D.C. Metropolitan Region). The Technology Proficiency Survey for Educators (TPSE), created by Johnson and Christensen, was used to collect data for the criterion variables in this study. A total of 169 teachers were surveyed. The participants included teachers from the five service settings: resource, inclusion, self-contained, separate school, and medical placements. A multiple regression analysis was the primary statistical procedure for this predictive correlational study. The study found that education level and job placement are the strongest predictors of technology proficiency. The study contributes to a growing understanding of the factors influencing technology proficiency among professionals. Further studies might explore qualitative dimensions to better understand why specific job placements foster higher proficiency and how individuals experience and internalize technology-related professional development.
