Consistent with a recognized challenge across the United States, the local problem addressed in this study was teachers' inability to implement new technologies in the classroom. Professional development is the channel through which teachers improve, and high-quality professional development has been shown to enhance teacher efficacy. Professional development can include activities such as teacher mentors and coaches, educational workshops, conferences related to teaching fields, teacher collaboration, and follow-up professional development training. The purpose of this quantitative study was to examine the relationship between teachers' perceptions about job-embedded professional development activities and teacher efficacy with regard to implementing technology in the classroom. The theoretical foundation for this study was based upon Dewey's educational democracy theory. Data were collected from all secondary teachers at the study school with more than 1 year of teaching experience (N = 134), using questions from the Kansas Teaching, Leading, and Learning Survey and Computer Technology Integration Survey. A statistically significant relationship was observed between teachers' perceptions of job-embedded professional development and teacher efficacy in technology integration, supporting the use of professional development activities. This study leads to positive social change by providing empirical data for teachers and administrators to understand the possible relationship between job-embedded professional development and teacher efficacy, which may enhance teacher efficacy with regard to implementing technology in the classroom at this local school. [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.]