Date of Conferral

10-13-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Katherine Garlough

Abstract

The problem that prompted this study was the lack of professional development opportunities that address novice K–12 teachers’ technological self-efficacy. The purpose of this basic qualitative study was to explore the perceptions of novice K–12 teachers in a large urban school district in Louisiana regarding professional development opportunities for technological self-efficacy. The conceptual framework for this study was composed of Bandura’s theory of self-efficacy and the technological pedagogical content knowledge (TPACK) framework. Ten novice teachers with fewer than 5 years of teaching experience participated in semistructured interviews. Data analysis procedures included descriptive coding, axial coding, and thematic analysis. Results revealed three themes: novice teachers value professional development but often rely on self-taught solutions; novice teachers prefer live professional development; and novice teachers prefer practical, hands-on approaches to training. These findings highlighted the need for more targeted, sustained, and relevant opportunities that align with classroom realities and novice teacher needs. Based on these findings, a 3-day, in-person professional development project with a follow-up coaching cycle was created to strengthen novice teachers’ technological self-efficacy and provide sustained, practical support for classroom technology integration. The implications for positive social change include the potential for district leaders to design more targeted, in-person professional development that reduces reliance on self-directed problem solving, increases teacher confidence, and promotes equitable access to technology-enhanced instruction for students.

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