The impact of leadership support for blended learning on teachers and students

This quantitative study examined the relationship between teachers' perceptions of leadership support for their use of a blended learning approach to teach math in fourth or fifth grade and their use of blended learning. The study also examined teachers' perceptions of leadership support for incorporating blended learning and student engagement.;This study was undertaken to provide insight into teachers' perceptions of leadership support for the incorporation of blended learning as well as their perceptions of leadership support and student engagement. Current research exists on the efficacy of blended learning at the elementary school level, leadership supports for blended learning, and relationships between student engagement and technology. Understanding teachers' perceptions of what is helpful and/or supportive can assist leaders in their efforts to effectively expand the incorporation of blended learning in the classroom.;Quantitative data was collected through a survey of 230 elementary schools in the New York City Department of Education. A total of 178 teachers responded to the survey. Findings included a positive correlation between the number of blended lessons taught per week and teachers' perceptions of leadership support for blended learning. Additional findings included positive correlations between student engagement and specific leadership actions to support blended learning.;The study showed that when teachers perceived the leader supports blended learning, they used blended learning. Additionally, there was a relationship between leaders' actions to support teachers' use of blended learning and student engagement in the classroom.