Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Heather Caldwell

Abstract

Blended learning helps to improve teaching and learning in high school classrooms; however, there is minimal understanding of how teacher self-efficacy influences their use of blended learning in their teaching. The purpose of this qualitative case study was to generate a more in-depth understanding of how high school teachers within a rural school district perceive their self-efficacy to influence their implementation of blended learning and how they apply the TPACK model to guide their pedagogy. Bandura’s self-efficacy theory and Koehler and Mishra’s TPACK framework served as the conceptual framework for this study. Research questions addressed how high school teachers perceive their ability to implement blended learning, support received, technology integration, and their successes in using this model. Data were collected via interviews, observation protocols, and artifacts from 10 teachers from two high schools and were analyzed using inductive coding. Results revealed most teachers had high self-efficacy levels in their use of blended learning, noting colleagues and technology coaches helped teachers feel more confident with blended learning and technology use. In addition, proper lesson planning was shown to boost teachers’ self-efficacy and confidence as well. Recommendations for future research include repeating and expanding sample size and sites, eliminating direct observations during COVID-19, and collecting more artifacts. The study concluded personal and environmental factors contributed to positive and negative teacher self-efficacy in using technology. This study has implications for positive social change for managing pandemic-related educational shifts and developing new ways to support teachers in their use of blended learning.

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