In the education sector, teachers are often faced with an influx of technology, and various factors affect how and when to use it (perceived usefulness). Various research showed that teachers with high self-efficacy perform better in the classroom, and their students achieve greater gain compared to teachers with low self-efficacy. Additionally, research also showed that teachers who spend time in professional development, and those that receive quick responses from technology support exhibit a higher sense of self-efficacy and are therefore more likely to use various technologies in their classroom. The current research explored the relationship between teacher self-efficacy and classroom use of technology using correlation analysis as well as the relationship between classroom usage, PD, and speed of technology response using a multiple regression. The results of the research indicated that there was a positive correlation between self-efficacy and classroom usage of technology. The regression results indicated that increase in PD and/or quick response from technology support resulted in an increase in self-efficacy. There was a positive impact on self-efficacy. Implications on the participating district included targeted PD and technology integration coaches to increase self-efficacy among teachers, and streamline systems in technology support to reduce response time. Another implication and recommendation was that the participating district explore the different ways to increase self-efficacy based on the sources of self-efficacy discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]