The Role of Self-Efficacy in Supporting Rural Teachers in the Implementation of Blended Learning

Abstract

Due to COVID-19, many school systems and teachers were required to use a new platform for instructional delivery. The purpose of this qualitative case study was to explore the experiences of six veteran teachers who have implemented blended learning in their classrooms within the past three years in one rural Oklahoma school district. Purposeful sampling was used to select teachers in one rural district who have at least five years of experience within their schools. Data collection occurred through semi-structured interviews of six secondary veteran teachers. Data collection included modified questions based on the Teachers’s Sense of Efficacy Scale and interview questions that addressed blended learning. Bandura’s (1977) Self-Efficacy Theory was applied to the data to explore teacher’s perceptions and experiences in implementing blended learning concepts during a pandemic. Findings included four themes: relationships, grit, professional learning, and support. Findings showed that rural educator self-efficacy in blended environments hinged largely on the support of peers. Too often, professional development failed to address the technological learning needs of educators, and this was due to a number of factors: teacher lack of trust toward administration, a history of irrelevant professional development opportunities, and intransigence of teachers toward technological change. This makes for a complicated cluster of problems to overcome before rural educators can achieve self efficacy when confronted with technological change. Future studies could explore how blended learning creates an effective or ineffective atmosphere for special education programs, how best to establish effective leadership in a blended learning program, and what are the common needs across contexts for an effective learning environment program. As blended learning has become a prominent platform for delivery of instruction, professional development is needed to support the success of both teachers and learners.