What question did this study set out to answer?

To examine how teacher capabilities, attitudes, and perceived institutional support influence readiness and self-reported blended learning practice among vocational educators.

August 20, 2026International Journal of Academic Research in Business and Social SciencesOpen Access

Teacher-Level Factors, Perceived Institutional Support and Self-Reported Blended Learning Practice among Vocational Teachers in Hunan, China

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Authors

DGDing GeNational University of Malaysia MMMohamad Zuber Abd Majid

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Implication

Cross-sectional survey reveals technological literacy, positive attitudes, and institutional support predict blended learning practice in vocational teachers, highlighting targets for training.

Key Points

To examine how teacher capabilities, attitudes, and perceived institutional support influence readiness and self-reported blended learning practice among vocational educators.
Cross-sectional survey of 390 vocational teachers recruited from economics departments in Hunan, China.
Assessed technological literacy, attitudes towards blended learning, content creation knowledge, perceived educational service quality, readiness, and self-reported practice using five-point scales.
Evaluated relationships using descriptive statistics, item-level factor evidence, Pearson correlations, and multiple regression models.
All construct mean scores clustered near the midpoint of the five-point scales (M = 3.139 to 3.199).
Technological literacy, attitudes, content creation knowledge, and perceived educational service quality were significantly associated with readiness (R² = .370) and self-reported practice (R² = .412).
Adding teacher readiness to the model increased the explained variance of self-reported blended learning practice to R² = .478, while prior predictor coefficients remained statistically significant.

Cite This Study

Ge et al. (2026) studied this question.

synapsesocial.com/papers/6a86b5b08a91293e6a1cd2eb https://doi.org/10.6007/ijarbss/v16-i8/28785

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Implication

Cross-sectional survey reveals technological literacy, positive attitudes, and institutional support predict blended learning practice in vocational teachers, highlighting targets for training.

Teacher-Level Factors, Perceived Institutional Support and Self-Reported Blended Learning Practice among Vocational Teachers in Hunan, China

Discussion

Member takes

Implication

Key Points

Cite This Study

Teacher-Level Factors, Perceived Institutional Support and Self-Reported Blended Learning Practice among Vocational Teachers in Hunan, China

Discussion

Member takes

Implication

Key Points

Cite This Study

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