The changes in educational technology present challenges for K-12 principals leading students and faculty who are more engaged with classroom technology. The role of self-directed learning and how K-12 principals adopt the technology while leading the deployment and implementation of classroom technologies is not known due to a limited amount of empirical research. The purpose of this study was to investigate the relationship between technology adoption and self-directed learning by K-12 principals. Using the Unified Theory of Acceptance and Use of Technology as the theoretical framework, a quantitative cross-sectional study was designed. The survey instruments, Unified Theory of Acceptance and Use of Technology and Personal Responsibility Orientation Self-Directed Learning Scale were used to collect data from K-12 principals in the state of Arkansas. A regression and correlational analysis of the responses from 40 principals revealed a small positive but not statistically significant relationship between self-directed learning and technology adoption. The results also showed strong and moderate statistically significant correlations between the constructs of technology adoption and self-directed learning. The results from this research may provide a framework for pre-service and ongoing professional development of educational technology leadership. This study addresses positive social change by providing insight to administrators and bringing greater awareness to technology adoption. A greater awareness may increase their understanding of classroom technologies and may provide a foundation for better stewardship over public funds and purposeful engagement with students, parents, and the community. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]