An understanding of school administrators' personal innovativeness relative to technology acceptance is essential to the implementation of technology programs. School administrators serve as visionary instructional leaders whose beliefs about technology impact technology integration at their schools. The purpose of the "ex post facto" correlation study was to explore the relationship between personal innovativeness and the constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT). The constructs of the UTAUT theory and personal innovativeness established the theoretical framework of the study. An instrument that combined the two theories was administered to a convenience sample of 30 school administrators. The primary statistical tool used in the study was the Pearson correlation. Supplementary data logs of the number of participant logins and the duration of time spent using a software application for classroom observations were examined. Personal innovativeness was found to be significantly related to the constructs of performance expectancy, effort expectancy, and facilitating conditions of the UTAUT theory. The construct of social influences in the UTAUT theory was found to be related to personal innovativeness. The moderator of gender was not found to be a significant contributor to personal innovativeness. The moderator of age was found to have an inverse relationship with personal innovativeness. The findings of the study are consistent with the recent literature in technology acceptance and personal innovativeness. [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/en-US/products/dissertations/individuals.shtml.]