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

HRMARS - Blended learning in vocational colleges is associated with both teacher-level factors and the support teachers experience while designing and delivering courses. This cross-sectional survey examined technological literacy, attitudes towards blended learning, content creation knowledge, perceived educational service quality, readiness and self-reported practice among 390 vocational teachers recruited through economics departments in Hunan, China. Descriptive statistics, item-level factor evidence, Pearson correlations and multiple regression were used. Construct means clustered near the midpoint of the five-point scales (M = 3.139-3.199). Technological literacy, attitudes, content creation knowledge and perceived educational service quality were positively associated with readiness (R² = .370). The same four scores were associated with self-reported practice in Model 1 (R² = .412). Adding readiness increased R² to .478, while the four earlier coefficients remained significant. The findings support considering teacher capabilities, attitudes and perceived support together. Subject-focused professional learning and support arrangements may warrant pilot evaluation in this regional vocational context.