Bird’s Eyeview of Teachers’ Efficacy on Blended Learning
Abstract
The study determined school leader’s viewpoint of teachers’ efficacy on implementation of the blended learning modality in the Schools Division of Valencia City, school year 2022-2023. Specifically, it unravel the school leader’s assessment of teacher’s ability to implement blended learning modality; discover the experiences of school leaders in handling teachers who struggled while using the blended learning modality during and after the teaching- learning process; describe how the Teachers’ cope with the problems they are facing during and after the Blended learning modality; and show how school leaders motivates and get stoked to boost teachers’ effectiveness through Blended Learning Modality.
A qualitative approach was employed in this study. Survey and semi-structured interviews were utilized in gathering the data. The participants of this study are the four (4) public elementary and secondary school leaders from the Schools Division of Valencia City. The school leader’s assessment of teacher’s ability to implement blended learning modality includes learners change in behavior, classroom observations, created supplemental materials, and flexibility. The experiences of school leaders in handling teachers who struggled while using the blended learning modality during and after the teaching - learning process include creativity, limited knowledge, congested curriculum, and time management. Teachers coping mechanism with the problems they are facing during and after the blended learning modality include dedication, planning, collaboration, flexibility, and trainings and school leaders motivated and get stoked to boost teachers’ effectiveness through blended learning modality include guidance, affirmation, advices, and collaborative climate.
References
Abello, (2018)” How Professional Development in Blended Learning Influences Teachers’ Self-Efficacy”
Acree, L., Gibson, T. L., Mangum, N., Wolf, M. A., Kellogg, S., & Branon, S. (2017). Supporting School Leaders in Blended Learning with Blended Learning. Journal of Online Learning Research, 3(2), 105–143. http://files.eric.ed.gov/fulltext/EJ1151090.pdf
Adinda, D., & Mohib, N. (2020). Teaching and Instructional Design Approaches to Enhance Students’ Self‑Directed Learning in Blended Learning Environments. Electronic Journal of E-Learning, 18(2). https://doi.org/10.34190/ejel.20.18.2.005
Alexander, B. (2021). Leadership in High Achieving Blended Learning Schools. University of Northern Colorado, 5(2). https://digscholarship.unco.edu/cgi/viewcontent.cgi?article=1738&context=dissertations
Alida, D. (2021, December 12). Challenges of Blended Learning Model. study.com. Retrieved March 30, 2023, from https://study.com/academy/lesson/challenges-of-blended-learning-models.html
Alvarez, A. (2020). Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement. ERIC, Volume 15(2). https://files.eric.ed.gov/fulltext/EJ1285361.pdf
Apriyanti, C. (2020). DISTANCE LEARNING AND OBSTACLES DURING COVID-19 OUTBREAK. Jurnal Ilmiah Pendidikan Dasar, 7(2), 68. https://doi.org/10.30659/pendas.7.2.68-83
Aytac, T. (2020). The Problems and Opinions of School Administrators during COVID-19 Pandemic: A Qualitative Study from Turkey. European Journal of Educational Sciences. https://doi.org/10.19044/ejes.v7no4a5
Balcells, M. E., Rojas, L. B., Corre, N. L., Martínez-Valdebenito, C., Ceballos, M. C. M., Ferrés, M., Chang, M., Vizcaya, C., Mondaca, S., Huete, A., Castro, R. H. R., Sarmiento, M., Villarroel, L., Pizarro, A., Ross, P., Santander, J., Lara, B. L., Ferrada, M. A., Vargas-Salas, S., . . . Nervi, B. (2021). Early versus deferred anti-SARS-CoV-2 convalescent plasma in patients admitted for COVID-19: A randomized phase II clinical trial. PLOS Medicine, 18(3), e1003415. https://doi.org/10.1371/journal.pmed.1003415
Baloran, E. T. (2020). Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during COVID-19 Pandemic. Journal of Loss & Trauma, 25(8), 635–642. https://doi.org/10.1080/15325024.2020.1769300
Bilgic, F., & Tuzun, H. (2020). Issues and Challenges in Web-Based Distance Education Programs in Turkish Higher Education Institutes. ERIC, Volume 1, 22. https://eric.ed.gov/?id=EJ1238994
Buabeng-Andoh, C. (2017). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. ERIC, Volume 8(Issue 1). https://files.eric.ed.gov/fulltext/EJ1084227.pdf
Curran, L. (2021, September 23). The Importance of Teacher Training & Professional Development. AISR Learning. https://www.aisr.org.uk/post/the-importance-of-teacher-training-professional-development
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. SAGE publications.
Duiven, G. (2020, February 3). Challenges of Implementing Blended Learning in Adult Education. ProLiteracy. Retrieved March 30, 2023, from https://www.proliteracy.org/Blogs/Article/505/What-are-the-Challenges-of-Implementing-Blended-Learning-in-Adult-Education
Elsevier, (2018). “Science Teachers conceptions on teaching and learning, ICt integration,ICT professional development and ICT practices enacted in their classroom”.
Ferlazzo, L. (2020, August 18). Blended Learning in the Age of COVID-19. Education Week. Retrieved March 30, 2023, from https://www.edweek.org/teaching-learning/opinion-blended-learning-in-the-age-of-covid-
Fu, J. S. (2013). ICT in Education: A Critical Literature Review and Its Implications. International Journal of Education and Development Using Information and Communication Technology, 9(1), 112–125. http://files.eric.ed.gov/fulltext/EJ1182651.pdf
Ghavifekr, S. (2020). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers’ Perceptions. Malaysian Online Journal of Educational Technology, Volume 4 (Issue4). https://files.eric.ed.gov/fulltext/EJ1096028.pdf
Garrett, T. (2018). Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers. ERIC, Volume 43, Pages 34-37. https://files.eric.ed.gov/fulltext/EJ829018.pdf
Goffredo-Englehart, J. (2020, April 6). Implementing and Sustaining Blended Learning: School Leader Perspectives on Supporting Shifts in Teaching Practice. ProQuest. Retrieved March 21, 2023, from https://www.proquest.com/openview/db30e44c2480aa3ff6a7e0160bb116e6/1?pq-origsite=gscholar&cbl=18750&diss=y
Hall, Allison; Uribe-Flórez, Lida; & Rice, Kerry. (2019). "Studying Teachers’ Self-Efficacy and Experience While Empowering Technology Use Through Personalized Professional Learning". Journal of Technology and Teacher Education,27 (3), 373-413.
Hero, J. (2020b). Exploring the Principal’s Technology Leadership: Its Influence on Teachers’ Technological Proficiency. International Journal of Academic Pedagogical Research (IJAPR), Volume 4(ISSN: 2643-9603). https://files.eric.ed.gov/fulltext/ED606393.pdf
Kadirbayeva,P., Alimkulova, B., Adylbekova, E., Zhetpisbayeva, G. & Jamankarayeva, M. (2022). Methodology of application of blended learning technology in mathematics education. Cypriot Journal of Educational Science. 17(4), 1117-1129 https://doi.org/10.18844/cjes.v17i4.7159 1118
Kohnke, L. M. A., & Moorhouse, B. L. (2021). Adopting HyFlex in higher education in response to COVID-19: students’ perspectives. Open Learning: The Journal of Open and Distance Learning, 36(3), 231–244. https://doi.org/10.1080/02680513.2021.1906641
Minhaz, M. (2023, May 23). What is Learning? Definition and Meaning of Learning. iEduNote. https://www.iedunote.com/learning
Moore, M. and Kearsley, G. (2012) Distance Education: A Systems View of Online Learning. 3rd Edition, Wadsworth, Belmont.
Naiman, L. (2023). What is Creativity? And why is it crucial for success? | Creativity at Work. Creativity at Work. https://www.creativityatwork.com/what-is-creativity/
National Education Association. (2021, April 8). Hybrid/HyFlex Teaching & Learning. Center for Teaching and Learning. Retrieved March 21, 2023, from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/hyflex/
Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., Agha, M., & Agha, R. (2020). The socio-economic implications of the coronavirus pandemic (COVID-19): A review. International Journal of Surgery, 78, 185–193. https://doi.org/10.1016/j.ijsu.2020.04.018
Lavina Sharma (2023, January 30).” Exploring the Online and Blended Modes of Learning for Post-COVID-19: A Study of Higher Education Institutions” Educ. Sci. 2023, 13, 142. https://doi.org/10.3390/educsci13020142
Lombardi, P. (2019). Lesson Planning. Pressbooks. https://granite.pressbooks.pub/edu606-701/chapter/writing-measurable-learning-objectives/
Lopez-Perez, M. V., Perez-Lopez, M. J., Rodríguez-Ariza, L., & Argente-Linares, E. (2013). The influence of the use of technology on student outcomes in a blended learning context. Educational Technology Research and Development, 61(4), 625–638. https://doi.org/10.1007/s11423-013-9303-8
Luo, M., Guo, L., Yu, M., Jiang, W., & Wang, H. (2020). The psychological and mental impact of coronavirus disease 2019 (COVID-19) on medical staff and general public – A systematic review and meta-analysis. Psychiatry Research-Neuroimaging, 291, 113190. https://doi.org/10.1016/j.psychres.2020.113190
Ottenbreit-Leftwich, A. (2019). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. ERIC, Volume No. 3, 255–284. https://files.eric.ed.gov/fulltext/EJ882506.pdf
Ozudogru, G. (2021). Problems faced in distance education during Covid-19 Pandemic. Participatory Educational Research, 8(4), 321–333. https://doi.org/10.17275/per.21.92.8.4
Rogers, J., Chesney, E. J., Oliver, D., Pollak, T. A., McGuire, P., Fusar-Poli, P., Zandi, M. S., Lewis, G., & David, A. S. (2020). Psychiatric and neuropsychiatric presentations associated with severe coronavirus infections: a systematic review and meta-analysis with comparison to the COVID-19 pandemic. The Lancet Psychiatry, 7(7), 611–627. https://doi.org/10.1016/s2215-0366(20)30203-0
Romero-Hall, E., & Ripine, C. (2021). Hybrid flexible instruction: Exploring faculty preparedness. Online Learning, 25(3), 289-312. doi: 10.24059/olj.v25i3.2426
Schleicher, A. (2018), Ed., Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World, OECD Publishing.http://dx.doi.org/10.1787/9789264xxxxxx-en
Sheppard, G. (2016). Work-Life Balance Programs to Improve Employee Performance. Walden Dissertations and Doctoral Studies Collection. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3161&context=dissertations
Shereen, M. A., Khan, S., Kazmi, A., Bashir, N., & Siddique, R. (2020). COVID-19 infection: Emergence, transmission, and characteristics of human coronaviruses. Journal of Advanced Research, 24, 91–98. https://doi.org/10.1016/j.jare.2020.03.005
Spratt, M., Pulverness, A., & Williams, M. (2011). Selection and use of supplementary materials and activities. In Cambridge University Press eBooks (pp. 161–165). https://doi.org/10.1017/cbo9781139062398.027
Team, C. (2023). Time Management. Corporate Finance Institute. https://corporatefinanceinstitute.com/resources/management/time-management-list-tips/
Torsh. (2022). A Comprehensive Guide to Effective Classroom Observation. Torsh. https://www.torsh.co/article/classroom-observation/#:~:text=support%20classroom%20observations-,What%20Is%20Classroom%20Observation%3F,and%20recording%20them%20in%20action.
Uy, A. (2020, June 7). "Blended Learning” In Virus-Hit Philippines. The Asean Post. Retrieved March 30, 2023, from https://theaseanpost.com/article/blended-learning-virus-hit-philippines
Vergara, J. (2021). Building public trust: a response to COVID-19 vaccine hesitancy predicament. Journal of Public Health, Volume 43(Issue 2). https://academic.oup.com/jpubhealth/article/43/2/e291/6102665?login=false
Walshaw, M. (2012). Teacher knowledge as fundamental to effective teaching practice. Journal of Mathematics Teacher Education, 15(3), 181–185. https://doi.org/10.1007/s10857-012-9217-0
Watson, J. (2020). Blended Learning: The Convergence of Online and Face-to-Face Education. ERIC, Volume 5. https://files.eric.ed.gov/fulltext/ED509636.pdf
Rorimpandey, W. (2021, August). Effect of Hybrid Learning Strategy and Self-Efficacy on Learning Outcomes. Journal of Hunan University（Natural Sciences） Vol. 48. No. 8. August 2021
Ye, L., Kuang, M., & Liu, S. (2022). ICT Self-Efficacy, Organizational Support, Attitudes, and the Use of Blended Learning: An Exploratory Study Based on English Teachers in Basic Education. National Library of Medicine. https://doi.org/10.3389/fpsyg.2022.941535
Yukiko Yamamoto and Shinobu Yamaguchi (2016),” A study on Teacher’s Self-efficacy for promoting ICT integrated Education in primary school in Mongolia”.
Yussif. (2023, March 1). Flexibility in the Classroom: How to be a Flexible Teacher? - Classroom Management Expert. Classroom Management Expert. https://classroommanagementexpert.com/blog/flexibility-in-the-classroom-how-to-be-a-flexible-teacher/
Copyright (c) 2023 Windy S. Dioquino, Ednalene Lariego, Roniel Sudaria
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
