Although federal and state departments of education have provided funding, programs, and policies to address barriers to technology integration, the frequency to which technology is used in classrooms for teaching and learning remains relatively unchanged. Without justification for continued funding, districts stand to lose a portion of their educational budget. While research exists on the barriers to classroom technology integration, districts have not examined constructs that specifically hinder the frequency of technology integration. The purpose of this nonexperimental, quantitative study was to determine whether a relationship existed between technology integration frequency and social cognitive constructs, operationalized through self-perceived ability, type of technology, and years of experience. Bandura's social cognitive theory (SCT), which embodies the concept of self-efficacy, and Ajzen's planned behavior theory (PBT), which focuses on intended behavior, served as the theoretic frameworks for this study. Self-report survey data were collected from 139 teachers in a Northeastern school district to inform research questions. Pearson's r and ANOVA were employed to analyze survey results. Statistical tests indicated no significant relationship between the independent and dependent variables. It is recommended that school districts examine technology integration practices and share findings with faculty to improve technology integration frequency. This information sharing will promote positive social change for districts by identifying constructs that impede technology use, and increasing the likelihood that teachers use technology for teaching and learning. [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.]