Secondary Public School Teachers' Perception on Professional Learning Experiences that Influence their Beliefs and Feelings of Ease with Integrating Technology

This study was conducted to examine secondary teachers’ perceptions on the role of others and the role of their professional learning experiences as influencing factors on their belief in their ability to and feelings of ease with integrating technology. A basic qualitative design is used for the current study. A total of six secondary, in-service teachers provided evidence for this study across a total of three semi-structured interviews that occurred during the second semester of the 2023-2024 academic school year. The teachers in this study were given the opportunity to share how they selected their learning experiences for technology integration and how their learning experiences influenced their belief in their skill set and feelings of ease integrating technology. The Unified Theory of Acceptance and Use of Technology (UTAUT) served as the framework for this study. The results of this study indicate that the role of others and the role of professional learning experiences influence teachers' belief in their ability to integrate technology and their feelings of ease with integrating technology in numerous ways. These include how professional learning experiences are selected, feelings of engagement, confidence, relief, self-sufficiency, and skill development, and general acknowledgements of influence. The participants also provided evidence that experiences are not always influential.