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The purpose of this mixed methods study was to find out the ways in which web enhanced language learning (WELL) technologies are learned that make them more likely to be effectively integrated into the K-12 classroom. Specifically, the study investigated characteristics of WELL teacher training that translate to effective classroom implementation. The theoretical and conceptual frameworks used were Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) and the Teachers of English as a Second Language (TESOL) Technology Standards (2008). Both quantitative and qualitative data were gathered from surveys, interviews, and observations of K-12 world language teachers in North Carolina. This study integrated quantitative and qualitative data in a convergent sequential design. Descriptive statistics and Pearson's Chi Square goodness of fit tests were used to analyze the quantifiable responses on the survey and thematic coding was used for the open responses. Thematic coding and categorization were used to analyze the interview and observation data. The findings of the study revealed teachers mostly learned to use WELL technologies by themselves, with colleagues, through teacher education activities and through online sources. Additionally, they stated that effective WELL teacher education activities are interactive, allow for practice time and help teachers preemptively troubleshoot potential problems. Teachers applied their WELL teacher education by using TESOL (2008) defined effective practices in classroom. They used WELL technologies to provide individualized practice, increase student motivation, to engage students into language learning, and provide access to authentic resources. Although teachers learned to use WELL technologies in a variety of ways, they used effective practices to integrate what they had learned into the curriculum. Nonetheless, they still desired increased access to more effective teacher education activities that could aid them in continuing to be knowledgeable practitioners of technology in world language classrooms. This study provided several implications for how teacher educators should conduct training activities, how teacher education programs can support pre-service teachers, and how school districts can support in-service teachers. [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.]

This dissertation was designed to study the relationship between Social Capital and teacher Job Satisfaction for 11 selected North Carolina Middle Schools. This study uses the learning organizational theory and social capital theory as theoretical constructs for studying the complex relationships between school as a Learning Organization (LO), Social Capital (SC), and teacher Job Satisfaction (JS). SC encompasses the interactive-interpersonal relationships and the values that are placed on those relationships whose collaborative efforts provide collective leverage to obtain an agreed-upon task. SC, according to Subramaniam and Youndt (2005), is intrinsically tied to Human Capital (HC), which is the individual knowledge, skills, experience, and/or expertise an individual utilizes within the organizational framework. Teachers, school administrators, and school support staff possess individual knowledge and skill for the positions for which they were hired. The researcher used the SC constructs to form a conceptual bridge between the LO concept and JS among teachers. As a first step in examining the validity of this model, the researcher used Confirmatory Factor Analysis (CFA) to examine the fit between Bowen's 12 LO dimensions and their theorized manifest indicators, as operationalized in Bowen's Student Success Profile-Learning Organization (Bowen, Rose, & Ware, 2006). This analysis yielded the conclusion that an acceptable degree of fit existed between the observed and theorized relationships between the LO dimensions and their manifest indicators. The researcher then used CFA to examine the theorized versus observed relationships between the scored LO dimensions (justified on the basis of the initial CFA) and the 3 SC constructs. Upon confirming that an acceptable degree of fit existed between the theorized and observed LO-SC relationships, the researcher proceeded to determine the degree to which the 3 SC constructs accounted for the variance in teacher JS using ordinary least squares multiple regression. This resulted in the finding that 2 of the 3 SC constructs (viz., Cognitive Social Capital and Relational Social Capital) accounted for significant portions of the variance in teacher JS, combining to account for 10.8% of JS variance. [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.]