The purpose of this study is to explore the effects of professional development in the blended learning station rotation model on elementary teachers' self-efficacy, particularly in their ability to implement blended learning strategies effectively in their classrooms. This study aims to provide insights into how such professional development can enhance teachers' confidence and skills, ultimately contributing to more effective teaching practices and improved student outcomes. This is a key component of the Blended Learning Leadership Program designed to empower teachers and support their transition to blended learning environments.
The data I plan to collect is:
Quantitative Data: Pre- and post-surveys measuring teachers' self-efficacy levels regarding blended learning implementation.
Self-Efficacy Surveys: Standardized surveys like the Teachers' Sense of Efficacy Scale (TSES) adapted to focus on blended learning competencies (Chiu, 2021).
Qualitative Data: Interviews and discussion groups with participating teachers to gather detailed narratives about their experiences with the professional development program and its impact on their teaching practices.
Interview Protocols: Semi-structured interview guides to explore teachers' perceptions and experiences in depth.
Observation Checklists: Tools for observing classroom practices to assess the implementation of blended learning techniques.
These data types will help assess both the measurable changes in self-efficacy and the personal experiences of teachers, providing a comprehensive evaluation of the Blended Learning Leadership Program.
Mertler, C. A. (2019). Action Research: Improving Schools and Empowering Educators (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc.
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