An examination of teacher perceptions of training methodology and matriculation as related to systemic technology reform: a case study of Missouri veteran eMINTS teachers

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] While several studies demonstrate the effectiveness of the eMINTS instructional methodology on student success, no research exists to determine veteran eMINTs teachers' perceptions of training methodology and leadership matriculation as related to systemic technology reform. This study investigated veteran eMINTS teachers' perceived value of the eMINTS instructional model of design. The study explored whether similarities exist between veteran eMINTS teacher perceptions and matriculation to a position of leadership or, conversely, burn out from the demands associated with training for and maintenance of instruction in the technology enhanced classroom. This study drew from the cross-sectional survey responses of 30 teachers. Comparative analysis of responses from veteran eMINTS teachers to their non-eMINTS colleagues allowed for consideration of variables in matriculation, leadership advancement, or "burn out" not related to the eMINTS training experience.