For students to fully understand the long-lasting consequences of responsible or irresponsible digital citizenship in the world of online personal and classroom learning, teachers and students need to formally engage with formal lessons on digital citizenship skills as we societally become more dependent on technology daily. Teacher attitudes on the importance of digital citizenship skills and digital footprint awareness plays a role on the digital citizenship skills' mastery of their middle school students. This mixed methods convergent parallel databases design study aimed to understand the role of teacher unique attitudes concerning digital citizenship skills pre-service and/or in-service training and digital footprint awareness on middle school archival student academic outcomes at a large, multicultural Texas school district. This study was critical because of the need to understand teacher attitudes and the role such attitudes play in their understanding of the long-lasting consequences of their students' responsible or irresponsible digital citizenship actions in the online learning environment and social media world, as well as the role all this plays in their students' academic outcomes. All teachers in this study had high attitudes of teaching students digital citizenship skills, and half believed that students did not understand the potential consequences of their digital footprint. Teachers in this study also believed that some digital citizenship skills were more important for students to learn than others. [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.]