Abstract
The purpose of this study was to determine: the factors that motivate and impede a teachers use of a computer; the personal needs that motivate computer use; if there was a significant difference between "new," "experienced," and "senior" teachers' years of experience and the factors that motivate computer use; and, if there was a significant difference between "new," "experienced," and "senior" teachers' years of experience and the personal needs that motivate a teacher to use a computer. Descriptive and ex post facto research were the research designs. Questionnaires were sent to 375 elementary and middle school teachers in Orange County, California. Two hundred forty-eight teachers responded, a 66 percent return rate. The Kruskal-Wallis ANOVA was the statistical test used. There were six major findings of the study. First, teachers were motivated to use a computer when "a computer is located in their classroom." Secondly, when "release time" was provided, teachers were motivated to use the computer. "Lack of time" was a factor that impeded computer use. Thirdly, 99 percent of 244 respondents believed "the ability to use a computer is an essential skill for the twenty-first century." Fourth, based on Maslow's Hierarchy of Needs Theory, teachers were motivated by higher order needs of: belonging, esteem, and self-actualization. Fifth, "senior" teachers with over fifteen years of experience were significantly stronger in agreement that "they receive help with the computer when they needed it" than were the "new" teachers with one-to-eight years of teaching experience. Sixth, "new" teachers were significantly more motivated to "share their computer knowledge with others" and "be recognized for using computers." The study concluded with recommendations to: (1) investigate additional factors that impede computer use; (2) continue to examine personal needs as defined by Maslow's Hierarchy of Needs Theory against other factors that motivate teachers to use computers; (3) determine if there is a correlation between factors that motivate and factors that impede a teachers use of a computer; and, (4) explore the impact of release time on increasing computer use.