Leadership and implementation of 1:1 technology: considering teacher self-efficacy in the implementation process

The purpose of this study was to identify and gain an understanding of how district leaders who oversee Suburban High School, a Southern California public comprehensive high school, planned for and implemented a 1:1 technology program using both computer laptops and tablet devices and took teacher self-efficacy into account through the implementation process. Data were collected and triangulated using a mixed-methods approach. The data revealed that teacher self-efficacy was a major consideration from the start of the technology initiative and that teachers felt supported, especially with professional development provided by the district. Further, the district secured funding to sustain the program for many years to come and was clear in communicating program expectations internally and externally. Findings support research on self-efficacy, planning for instruction, sustainability and continued monitoring of program goals.