Research on technology in the K-12 classroom has focused on student learning initiatives. Few studies, however, have addressed whether technology is being used to reduce classroom administrative workload or whether teachers are prepared to utilize technology for reducing administrative workload. The problem this study addressed was the unclear preparedness of K-12 teachers for utilizing technology to reduce classroom administrative workload, a problem which can lead to inefficiencies in administrative tasks and diverted teachers' time away from more student focused activities. The aim, therefore, of this quantitative descriptive study was to inform district leadership of teacher preparedness levels and the relationships between teacher preparedness and teachers' (a) technology workgroup participation and (b) technology proposals. Davis's technology acceptance model, framed within process improvement and human resource development, guided the construction of the study's instrument and subsequent analysis of resulting data. Respondents included 51 of 148 full-time K-12 teachers. Descriptive analyses showed that 50 of 51 respondents identified positive feelings of preparedness but appeared apprehensive about investigating or suggesting technology-based change. Pearson product-moment correlations showed nonsignificant relationships between preparedness and (a) workgroup participation and (b) technology proposals. These findings have implications for positive social change by guiding the efforts of district leadership in providing teachers with more purposeful, technology-based training. Such training will, in turn, promote a more effective use of educators' time for the benefit of their students. [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.]