Date of Award

Fall 11-25-2019

Document Type

Dissertation

Degree Name

Doctorate of Education, Ed.D.

College

College of Education

Department

Education

First Advisor

Belle B. Booker-Zorigian, Ph.D.

Second Advisor

Michael Hixon, Ed.D.

Third Advisor

Ralph Spraker, Ph.D.

Abstract

As new pedagogical approaches, such as blended learning, are implemented in classrooms, it is important to properly prepare the teachers to ensure fidelity of implementation. The descriptive phenomenological study examined the influence of secondary science teacher efficacy on overcoming obstacles and sustaining the Blended Learning pedagogical approach at a high school in the southern United States. Using purposeful sampling based on specific criteria nine teachers were selected to participate in the study. Through two interviews and a focus group, the researcher collected data based on the participants’ shared experience of implementing the flipped classroom instructional model. The data was themed according to the four sources of teacher efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional arousal. The results suggest that teacher efficacy does influence the implementation of the Blended Learning pedagogical approach. Key findings from this study include teachers need time to plan for the transition, teachers need time to implement the pedagogical approach with support, teachers need support and coaching from school leaders, and teachers need time to collaborate to build collective teacher efficacy. The results of this study are significant to as it supports the importance of providing teachers with time to plan and implement the pedagogical approach to fidelity and understanding the role of teacher efficacy. As Blended Learning becomes more commonplace in the secondary science classroom, stakeholders need to understand how to support teachers throughout implementation.

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