Date of Award


Access Restriction

Campus Access only Dissertations

Degree Name

Doctorate in Education



School or College

School of Education

First Advisor

Rebecca Stephenson

Second Advisor

Joy Ee

Third Advisor

Brad Snyder


Professional development is ubiquitous in education, with over 90% of teachers engaging in professional development activities, yet often with limited perceived impact on their practice. This dissertation situates itself at the critical juncture of professional development quality and teacher self-efficacy, investigating the transformative influence of the Academy of Blended Learning professional development program on educators’ self-efficacy and pedagogical practices. Despite widespread participation in professional development nationally, the prevalent sentiment among teachers points to a disconnect, with many sessions deemed ineffectual (Wei et al., 2009). Conversely, professional development perceived as high-quality correlates with improved teacher skills and classroom practices (Desimone et al., 2002; Garet et al., 2001a), underscoring the need for meaningful PD delivery. Blended learning represents a significant advancement in the evolving education landscape, blending traditional and digital instruction methods. This dissertation examines the impact of the Academy of Blended Learning experiential professional development program on teacher self-efficacy. Through qualitative analysis and evaluation, this study employs a framework by Smith and Robinson (2020) that intertwines Bandura’s Self-Efficacy Theory (1977), Bruner’s Constructivist Theory (1960), and Knowles’ Adult Learning Theory (andragogy) (1978), offering a comprehensive lens to examine the efficacy of professional development for educators. These theoretical underpinnings serve as the foundation for understanding how professional development influences teachers as adult learners, ultimately affecting their self-efficacy. Participants in the Academy of Blended Learning professional development program reported substantial gains in skills and a marked increase in self-efficacy, attributing these advancements to the comprehensive and experiential nature of the program. It goes beyond mere tool provision; it reshapes educators’ self-concepts, fueling their enthusiasm and intentionality in teaching. This transformative experience has empowered teachers and enhanced their ability to meet their students’ diverse needs, leading to a positive shift in their professional practice and trajectory. The study underscores the necessity of placing teacher self-efficacy at the forefront of professional development initiatives, particularly within blended learning. The findings advocate for educational leaders to recognize and support quality professional development that cultivates the attitudes and competencies necessary for teachers to thrive. The compelling evidence of professional growth and increased self-efficacy among participants signals the essential role of tailored professional development programs like the Academy of Blended Learning in shaping the future of education.