The purpose of this quantitative, correlational study is to examine the predictive relationship between teachers’ age, gender, teaching experience, and grade level and teachers’ technology self-efficacy. This study is important because of its potential to identify factors that may affect educational technology program efficacy and ultimately, academic achievement. The convenience sample included 118 elementary school, middle school, and high school teachers from one rural Pennsylvania school district that implemented a one-to-one (1:1) iPad initiative in 2016. Teachers’ age, gender, teaching experience, and assigned grade levels were anonymously determined using a demographic survey, and teachers’ technology self-efficacy was measured using the Educator Technology Self-Efficacy Survey (ETS-ES). The researcher used a multiple regression analysis to analyze the predictive strength of each predictor variable on teachers’ technology self-efficacy. The researcher failed to reject the null hypothesis at the 95% confidence level since the researcher was unable to prove a significant, predictive relationship between all four predictor variables and the criterion variable of teachers’ technology self-efficacy. The variables of age and gender did make a significant contribution to teachers’ levels of technology self-efficacy, while the variables of grade level and teaching experience did not make a significant contribution. The results of the study can be used by educational leaders to create more targeted technology-related professional development opportunities for teachers. More research is needed to further investigate factors impacting teachers’ technology self-efficacy
