A Phenomenological Study on Teachers’ Perceptions Regarding the Implementation of a Blended Learning Program

Abstract

Johnson, Keysha., A Phenomenological Study on Teachers’ perceptions regarding the implementation of the blended learning program. Doctor of Education (Executive Educational Leadership), May 2020, Houston Baptist University, Houston, Texas. The research findings show academic success from the teachers’ perceptions regarding the implementation of the blended learning program based on what is being an offered from the program. The program offered the following: personalized learning plans, hybrid formats, peer tutoring, and in restoring credits. Teacher’s recommendations for improving the implementation of the blended learning program offered additional resources, ongoing professional development during the summer throughout the school year. Also, to those recommendations, teachers stated the need to design models to align with the uniqueness of the blended learning program. Implications for this study indicated that the blended learning program meets the needs of the student population in this research. Keywords: academic deficient, blended learning program, drop-out, graduation, low-income, minorities, online, learning retention, and inclusive services.