Date of Award

Fall 12-1-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Terry McDaniel

Second Advisor

Brad Balch

Third Advisor

Tonya Balch

Abstract

The present study investigated the effect of the blended learning teaching model on K-8 teachers in the state of Indiana. The purpose of the study is to validate the increased attention on educational instruction with the use of technology in a virtual setting combined with the traditional classroom setting to maximize learning opportunities for all students. Teachers (N=115) were randomly asked to participate in a survey to gather data to complete the research. The were four research questions involved in the study, and they are as follows: What are the current self-efficacy perceptions of Indiana K-8 teachers in the areas of clear and high expectations, authentic engagement, and differentiation? Is there a statistically significant difference based on location type on the self-efficacy within blended learning practices on the clear and high expectations, authentic engagement, or differentiation composite scores? Is there a statistically significant difference based on poverty level on the self-efficacy within blended learning practices on the clear and high expectations, authentic engagement, or differentiation composite scores? Is there a statistically significant difference based on teacher experience level on the self-efficacy within blended learning practices on the clear and high expectations, authentic engagement, or differentiation composite scores? After analyzing the data from the research questions, it was discovered that there was no significance in the three areas of clear and high expectations, authentic engagement, and differentiation no matter the location, poverty level, or years of teaching experience. Given the increasing usage of technology in education, more research needs to be conducted to find out how teacher self-efficacy can improve while implementing the blended learning instruction model.

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