Title: Teachers' attitudes and practical experiences with blended learning in Iringa District Council
Authors: Devotha Mawele, Eustard R. Tibategeza, Simion K. Ambakisye
Volume: 9
Issue: 9
Pages: 14-30
Publication Date: 2025/09/28
Abstract:
The rapid advancement of technology has significantly influenced the education sector worldwide, with blended learning emerging as a promising approach that combines face-to-face instruction with online learning methods. This approach is gaining attention as a means to increase flexibility, enhance student engagement, and improve learning outcomes in both developed and developing contexts. This study investigated the attitudes and practical experiences of secondary school teachers regarding the implementation of blended learning in Iringa District Council. The research was guided by three key objectives: to assess teachers' perception of the benefits of blended learning, to evaluate the variability in ICT use, and to determine teachers' confidence in its implementation. A mixed-methods approach was employed, collecting quantitative data from surveys and qualitative data through in-depth interviews with a sample of secondary school teachers. The findings revealed a significant dissonance between high perceived benefits and low practical application. Teachers overwhelmingly acknowledged the pedagogical advantages of blended learning for student engagement, personalized instruction, and improved learning outcomes. However, this positive attitude was severely constrained by acute variability in ICT resource availability and accessibility, leading to inconsistent and inequitable implementation across schools. Furthermore, teachers' confidence levels were predominantly moderate, heavily influenced by inadequate training, insufficient technical support, and overwhelming infrastructural challenges such as unreliable electricity and internet connectivity. The study concludes that while there is strong theoretical buy-in from teachers in Iringa District Council, the effective integration of blended learning is critically hampered by systemic and infrastructural barriers. It recommends that for blended learning to succeed, policy interventions must move beyond mere provision of hardware to include sustained professional development, robust technical support systems, and strategic investments in reliable digital infrastructure to bridge the gap between positive perception and effective practice.