| Purpose. The central purpose of the study was to accurately identify teacher concerns and factors that affect decision making during the process of change. To accomplish this objective, five decision-making factors were assessed to examine the relationships and differences among these factors and the indication of technology integration adoption provided by the teacher's stage of concern. The factors examined included teacher efficacy, personal innovativeness, attitude about innovations, attitude about computers, and social support. Psychometric properties of the concerns measures and the scales used in assessment of the decision making factors were also of interest to ensure that information used for planning was reliable and valid.;Methods. Spearman correlational analysis was the statistical procedure used to examine the relationships between the specified stage of concern and the five decision-making factors for four groups of K--12 teachers. Also included was analysis of variance (ANOVA), performed to determine whether statistically significant differences existed between the groups for each of the five independent variables. T-tests for multiple comparisons of groups were conducted and homogenous subsets were identified. Correlational analysis was calculated to determine whether a relationship existed between access to computers at school and teacher usage level. Tests of the psychometric properties of the Stages of Concern Questionnaire [SoCQ] were conducted to determine reliability and validity data for technology integration as the innovation.;Findings. (1) For some teachers, attitudes about computers were related to their stage of concerns regarding the integration of technology in teaching. (2) Social support for computer use affected technology implementation for some teachers. (3) Teachers differed widely in their perceptions of the principal's support for technology use. (4) Reliable and valid assessment of teacher concerns in the technology integration process might not have occurred with the Stages of Concern Questionnaire. (5) Reliable and valid assessment of teacher concerns in the technology integration process might be possible with a five-factor model after additional study is conducted. |
