Abstract
Blended learning has been an option for tertiary students around the world for the last 3 decades, but only since Covid19 its incorporation into secondary schools has accelerated. Most available research has not explored the effect of blended learning within a secondary school, especially in a South African context. Although a great amount of research has been done on teacher accountability, there is very little research about professional and organisational accountability concerning blended learning within a secondary school. This study used a qualitative case study approach to interpret education managers, teachers, and student-teachers' attitude towards blended learning and how professionalism can be maintained within a secondary school’s blended learning environment. The case study was based on a South African school which purported to use blended learning. The use of thematic analysis allowed for the interpretation of interviewees’ opinions and attitudes towards teacher accountability in a school that utilises blended learning in its schooling environment. This study found that education managers equated blended learning to online/ distance learning and did not view it as a priority teaching methodology, although the school education managers claimed to have a holistic approach to education. As a result, it is recommended that education managers need to educate themselves about blended learning to shift their attitude towards accountability so to effectively implement it and correctly train teachers to use technologies as part of their teaching. More data and research are needed to aid in understanding how South African secondary teachers can effectively use blended learning in the classroom, and how a school’s academic integrity is maintained through professional and accountability tools.