Date of Award

Spring 5-11-2018

Degree Type


Degree Name

Doctor of Education (EdD)


Educational Policy Studies

First Advisor

Dr. Sheryl Cowart Moss

Second Advisor

Dr. James Kahrs

Third Advisor

Dr. Joyce Many


While one-to-one technology initiatives continue to grow across the country and the world, district personnel are working diligently to measure their effectiveness. One of the key elements that is consistently missing from the literature is the impact of instructional leadership on one-to-one practices in the classroom. An exploration of instructional leadership with a close look examining if or how administrator beliefs have any impact on the use of technology in today’s classrooms is warranted. Administrators are the key to the success or failure of any program initiative. However, there has not been much research to support how these beliefs impact instruction when one-to-one technology is used. The purpose of this research study is to describe the impact administrator perceptions and beliefs have on the instructional practices of teachers in a one-to-one technology environment in a suburban, Title I school district. Four principals, one instructional technology specialist, and twelve teachers participated in the study. The study is underscored by a historical overview that justifies the purpose behind one-to-one programs and the effects of proper training on teacher practices and program endurance, in addition to administrator support. The literature clearly supports how impactful one-to-one initiatives are and how the beliefs of administrators can support or damage such programs. The analysis demonstrated the correlation between teacher practices, student engagement, and student achievement. The case study collected data including teacher observations, teacher and administrator interviews, and lesson plan reviews. Collectively, three themes emerged from the data demonstrating: (1) a need for additional training in the use of technology with instruction, (2) a sense of instructional independence, where teachers felt the freedom to use it as it fit their lessons, and (3) the theme of management versus true instruction with personal learning devices. These three themes highlight how instructional practices were impacted by the beliefs of administrators based on the teaching experiences of teachers in the study. Recommendations from this research will assist future school and district leaders in making informed decisions regarding the use of one-to-one technology, instructional practices, and ultimately student achievement.