Date of Conferral







Deborah Y. Bauder


As an innovative teaching strategy, blended learning provides an environment where students are able to receive individualized instruction based on their needs. Even though the number of schools that adopt blended models of instruction has been increasing nationwide, the number of studies that explore the relationship between teacher characteristics and blended learning use is limited. This quantitative survey study explored the relationship between selected characteristics of teachers and the levels of blended learning adoption in charter schools with science, technology, engineering, and mathematics (STEM) focus. The concerns-based adoption model (CBAM) was used as a theoretical lens as it provided tools to understand and address the concerns, perceptions, and attitudes of individuals who were in the process of blended learning adoption. Research questions pertained to the relationship, if any, between selected teacher characteristics and levels of blended learning adoption. A census sample of 211 K to 12 teachers from 10 campuses of a charter management organization (CMO) received an email with a link to the level of adoption (LoA) survey. Data analysis consisted of Kruskal-Wallis H, chi square, and ordinal regression analyses. The outcomes indicated that elementary school teachers did not adopt blended learning as much as middle and high school teachers. Additionally, duration of blended learning professional development was the only predictor of the blended learning adoption level. The findings of this study could be used to promote positive social change by assisting the CMO leaders in creating faculty development strategies and facilitating professional trainings to increase the level of blended learning adoption.