Year of Publication


Paper Type

Doctoral Dissertation


College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

First Advisor

Dr. Katherine L. Kasten

Second Advisor

Dr. Larry G. Daniel

Third Advisor

Dr. Steven K. Paulson


This research was designed to investigate the behavioral intention of a sample of teachers to develop curriculum based projects that require students to use technology. This research employed a quantitative study design of an educational version of the Universal Theory of Acceptance and Use of Technology model. The UTAUT model was expanded to include factors from the Theory of Planned Behavior, and Social Cognitive Theory.

The sample was composed of 251 private school teachers in Florida who completed an on-line survey instrument based upon the UTAUT model. The results were analyzed with confirmatory factor analysis that identified several factors that contributed to the behavioral intention of the teachers to integrate technology. In the final factor analysis, Social Influences, Effort Expectancy, and Anxiety all proved to be very strong factors. Attitude, Performance Expectancy, and Facilitating Conditions were moderate to strong factors in this final analysis.

The relationships between the identified factors were determined through the development of a path model using partial least squares analysis. The constructs having the strongest relationship with Behavioral Intention, and hence, having a stronger effect were Attitude (β=.775, p < .001), Performance Expectancy (β=.698, p < .001), and Effort Expectancy (β=.667, p < .001). The structural model also supported that Behavioral Intention is strongly related to actual Use (β=.561, p < .001). The construct of Facilitating Conditions had a weak and negative relationship with Use (β=.-131, p =.16).The moderating effects of several attributes were also tested. While there were several notable affects only the presence of a curriculum guide proved to have a statistically significant influence.

The present study contributes to behavioral intention research by confirmation of the model and providing a new context for the adapted UTAUT (Venkatesh et al., 2003) that was developed for a teacher acceptance and use of technology in an educational setting. Several implications for practice are offered in addition to further directions for research in this area. The approach to technology adoption requires an understanding of how leaders of an organization, as well as individual teachers, approach technology use.

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