A Hybrid Model of Professional Development for High School Teachers

Public schools in the United States are increasingly looking to online professional development as an alternative to more expensive, face-to-face training. However, limited research on successful implementation of this change has hindered administrators' ability to understand the barriers associated with this innovative training format. Bridging this knowledge gap is the purpose of this study. Accordingly, the research goal was to examine the training needs of a Southwestern high school using a case study approach. Based on Papert's theory of constructionism, the study utilized a theoretical framework for successful implementation of online professional development. The research question examined the factors preventing the school district's technology department from meeting the training needs of its high school teachers. This study employed a mixed methods design via a sequential explanatory strategy and utilized a census sampling procedure that required surveying the entire population of 30 high school teachers, rather than a random sample. Quantitative data were analyzed using descriptive statistics and measures of central tendency. Qualitative data were also collected from 4 teachers via a focus group interview and analyzed using ATLAS.TI software to identify themes. Findings indicated the need for flexible, technology-based hybrid professional development that combines face-to-face and online training. The results of this study can be used by school administrators to inform decisions regarding hybrid professional development implementation. These decisions can ultimately improve teacher training and competence, with significant positive ramifications for students' technology training and workforce preparation.