Knowledge, Self-efficacy and Effectiveness in Leveraging Blended Delivery System: A Study of Higher Education Teachers

With the increasing shift to blended learning environments, there is a need to understand how teachers are navigating this transition. To address this gap, this paper looked into the knowledge, self-efficacy, and effectiveness of teachers in adopting to blended learning delivery systems. Employing a descriptive-correlational research design, and using a survey-questionnaire, a total of 54 tenured faculty members from various disciplines participated in the study recruited through complete enumeration. Descriptive statistics were used to analyze the data, and Pearson’s correlation coefficient was applied to explore relationships between key variables. Key findings revealed that teachers demonstrated strong knowledge, particularly in the flexibility required to create dynamic, innovative learning environments that align with the demands of the digital age. In terms of self-efficacy, respondents reported very high confidence in their ability to align online courses and effectively use technological resources. Furthermore, the study identified significant correlations between teachers' knowledge of time management and their self-efficacy in migrating course content online, both of which were positively related to teaching effectiveness. The results provide valuable insights for educational leaders and course designers in blended learning environments. The findings highlight the importance of supporting teachers with the necessary resources and training, particularly in areas of time management and content migration, to enhance teaching effectiveness in blended learning settings. This study contributes to the understanding of factors that influence successful adaptation to blended teaching and offers practical recommendations for enhancing teacher performance and student learning outcomes.