Date of Award

Spring 2019

Rights

© 2019 Carrie J. Pratt

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

William Boozang

Second Advisor

Jennie Calnan

Third Advisor

Jered Borup

Abstract

This qualitative case study, bounded by a scope of leadership, was one way to analyze how leaders encouraged teachers to leverage blended learning in the public elementary school. The theoretical framework lending to cognitivism included sociocultural cognition and contingency theory. With the central phenomenon and research question, “What leadership aspects encourage teachers to leverage blended learning in elementary schools?” the researcher sought to understand the power of leadership and teacher perceptions as change occurs in the public elementary school, integrating blended learning. Subquestion 1 was used to pursue information about teacher identified leadership support that teachers perceived to be helpful throughout the change process in the transformation to blended learning. In Subquestion 1, the researcher asked, “In what ways, if any, are blended-learning leadership supports helpful?” Subquestion 2 was used to inquire about reflection of self, as the teacher thought of what he or she had gained to engage later as an integral stakeholder. In Subquestion 2, the researcher asked, “How do helpful, blended-learning, supportive measures engage teachers to become integral stakeholders?” Eight teachers and two principals (from two elementary schools within the same school division) who were engaged in blended learning participated in the research. In Vivo and descriptive coding data from interviews and documents were analyzed. Continuous analysis of the original 148 codes became the three themes. The themes of leadership, change, and the stakeholder led to the findings of research. The potential of moving from traditional to blended learning is conceivable with transformational leadership that is inspirational, influential, innovative, and supportive with continuous learning opportunities. Recommendations include actions for leaders to lead through the challenge, build a culture of learning, dedicate a plan for meaningful and authentic professional development, respect and honor teachers’ time, model expectations, and understand that the teachers’ decisions are influential.

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Ed.D. Dissertation

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