A blended continuing professional development program for elementary teachers at UNRWA in Lebanon

Abstract EN

This study aims at investigating elementary teachers’ attitudes toward blended learning (BL) approach in a blended teacher professional development (TPD) program at UNRWA in Lebanon, and the effect of teachers’ gender on their attitudes toward BL.

It also aims at exploring challenges they faced while implementing the blended TPD program during the period 2014-2016, and their recommendations for improving blended TPD programs, as well.

A descriptive survey design was used with a random sample of 271 UNRWA elementary teachers across Lebanon.

The results revealed that the teachers had positive attitudes toward BL regardless of the type of their gender.

It was found that crowded classrooms as well as the big size, scope, and structure of this blended TPD program were the key challenges.

Class size reduction and ICT provision were teachers’ key recommendations.

The researcher recommends proceeding confidently with BL for delivering TPD and investigating the impact of this program in improving the quality of teaching and learning at UNRWA schools.