Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jennifer Putnam

Abstract

Educational technology (EdTech) is widely promoted as a means of improving instruction; however, limited research has examined how international teachers are supported through EdTech-focused professional development (PD) in South Carolina (SC) schools. Using a convergent mixed methods design, this study explored international teachers' perceptions of EdTech PD quality through the lens of Desimone's (2009) core features of effective PD and Expectancy-Value Theory (EVT). Quantitative data were collected from 81 respondents using the Teacher Professional Development (TPD) Monitor Survey (Richter & Richter, 2024), complemented by 16 semi-structured interviews. Survey results indicated high overall ratings, with clarity and structure, practical relevance, and cognitive activation rated similarly, while collaboration received a slightly lower mean. A repeated-measures ANOVA revealed no statistically significant differences across the four PD domains, and subgroup analyses indicated that total years of teaching experience had minimal impact on perceived EdTech PD quality. Thematic analysis identified themes emphasizing structured and supportive facilitation, practical and hands-on learning experiences, implementation challenges and barriers, and opportunities for improving PD. These findings suggest that coordinated, needs-based EdTech PD emphasizing hands-on learning and sustained support is essential for international teachers. Effective implementation requires alignment across districts, schools, PD facilitators, and exchange visitor program sponsors to reduce barriers and strengthen induction and instructional practice.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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