A Study on the Influence Mechanism of Rural Teachers'Willingness to Par-ticipate in Blended Training—Based on the Perspective of Planned Behavior Theory
In order to clarify the influence mechanism of rural teachers'willingness to participate in blended training,a sur-vey of 1,774 primary and secondary school rural teachers was conducted using a willingness scale based on the planned behavior theory.The results show that:(1)subjective norms have an indirect positive significant impact on rural teachers'willingness to participate in blended training through behavioral attitudes;(2)perceived behavioral control has a positive significant impact on rural teachers'willingness directly or indirectly through behavior and attitude;(3)behavioral attitudes directly significantly af-fect rural teachers'willingness;and(4)the difference of years of teaching experience and professional title significantly affects the willingness.Based on these findings,recommendations are made including accelerating digital evidence-based decision-making to enhance subjective norms,relying on intelligent training platforms to improve perceived behavioral control,and design-ing effective training activities to improve teachers'behavioral attitudes of participating in blended training.
rural teachersblended trainingwillingness to participateplanned behavior theoryinfluence mechanism
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