| As blended learning expands educational environments, the effect of blended learning on the teacher's self-perception of effectiveness plays a significant role in the validity of the movement. The purpose of this case study explored how and why blended learning affected the self-perception of effectiveness of three middle school teachers. Using qualitative methodology, this case study conducted in the southwestern region of the United States through naturalistic inquiry, determined how blended learning affected the self-perception of teacher effectiveness. The data collection of the study included journaling, semi-structured interviews, and direct observations to examine their self-perceptions during a blended learning environment. The study identified possible limitations and advantages of blended learning in relation to effectiveness and compared their self-perception of effectiveness to their traditional teaching methods. The findings and conclusions of the study demonstrated a change in the participant's self-perception of effectiveness. Four distinct themes of environment, instruction, management, and relationships emerged from the study which may assist in identifying the skills and characteristics needed for educators to be effective leaders in blended learning. Future recommendations for research consist of conducting a similar study with underperforming teachers, using criteria-based evaluation tools to support level of effectiveness, incorporate a large-scale study, implement various blended learning models within one environment to determine success of the model, and determine whether blended learning has the ability to close the achievement gap between students. |
