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This article reports on literature review and the reflective practice of teachers and school principals on the use of action research in identifying teachers’ professional development (TPD) needs required for a successful implementation of blended and virtual learning. This article sought to contribute to the body of knowledge of teachers’ needs analysis and development; teachers’ digital competencies; and action research to the field of education. School principals and teachers who participated in this study confirmed that action research is an effective strategy that can be used in TPD. They further stressed that action research can be used to replace the existing ‘one size fits all strategy’ that is currently used blatantly across highly adequately and under-resourced schools. Using action research helped them expose realities entrenched within teaching and learning in less privileged schools. This study recommends the use of action research as strategy for identification of teachers’ and learners’ needs that should inform the contents and nature of teachers’ professional development programs.