The Relationship between Social Desirability and Teacher Efficacy among Public Schools Secondary Teachers in the United States
School of Education
Doctor of Education in Curriculum & Instruction (EdD)
Blended Learning, Social Desirability, Teacher Efficacy, Professional Learning, Educational Technology, Organizational Change
Education | Secondary Education
Renfro, Douglas Scott, "The Relationship between Social Desirability and Teacher Efficacy among Public Schools Secondary Teachers in the United States" (2018). Doctoral Dissertations and Projects. 1909.
The purpose of this correlational study was to investigate factors that impact the implementation and successful adoption of blended learning instructional practices in secondary classrooms in public schools in the United States. This study examined the relationship between social desirability for the implementation and successful adoption of blended learning instruction and teacher efficacy in secondary teachers. The theories guiding the research were Projection Theory from Holmes as the theory relates to social desirability and Social Cognitive Theory from Bandura as the theory relates to teacher efficacy. Both theoretical frameworks relate to potential change in behavior. The data utilized in the research represented 226 secondary teachers from multiple districts’ in the United States in preparation for implementation and successful adoption of blended learning as a new instructional strategy as a portion of their professional development plan. One survey instrument containing multiple sections was used to collect the data: The Blended Practice Profile (Predictor variable – social desirability for the implementation of blended learning instruction) and the Teacher Sense of Efficacy Scale (Criterion Variable – teacher efficacy total score and two subscales: instructional strategies and student engagement. A Pearson product moment was used to determine the relationship between the variables. A statistically significant relationship was found between social desirability for blended learning instruction and teacher efficacy. Suggestions for future research include implementation of blended learning from the lens of student engagement, student efficacy, and the level of support from districts and schools for the implementation of blended instructional strategies and teacher efficacy.