Exploring the Administrator's Role in Regulating Personal Devices in the Classroom: A Qualitative Hermeneutic Phenomenology

The purpose of the phenomenological study is to explore the autonomy of developing school site personal device regulations for K-12 administrators in central Indiana. The study is guided by Ryan and Deci’s self-determination theory (SDT), which contributed positive results that support administrators’ autonomy and competence. The study’s findings have had a profound influence on K-12 education. The theory uncovered informative, reflective writing that administrators conducted, which involved introspective analysis of their decisions and actions, such as student confidence, satisfaction, and ability to learn using their devices. This study has the potential to improve the learning experience for students in the K-12 system. The study’s unique methodology, incorporating a phenomenological study method and a diverse group of administrators from various backgrounds, is a standout feature. The study was conducted in several schools located in central Indiana, ranging from elementary to high school. The data collection included interviews, document analysis, and reflective writing with administrators, ensuring a comprehensive and rigorous research process. This process instilled confidence in the validity of my findings. The importance of these findings on classroom technology evolution, grade level challenges, compliance monitoring, and policy consistency cannot be overstated. They are a testament to the collective effort and provide valuable insights into the challenges and positive outcomes of administrators’ autonomy in device regulations.