First-year teachers need help because they are confronted with various challenges and are more likely to leave the profession within a few years. Studies have demonstrated the efficacy of evidence-based teacher induction programs (TIPs) in enhancing the performance of new teachers and promoting positive student outcomes. However, there has been opposition to this assertion, with some suggesting alternative explanations for the observed effects. This study applied Horn et al's high-quality TIP model as the theoretical framework and employed a non-experimental, correlational design to address the research questions by collecting data from 408 first-year primary school teachers in Shanghai. Correlations and multiple regressions were examined in the study. The results revealed the following: (1) the perceptions of the helpfulness of TIP were not found to correlate significantly with teacher self-efficacy; (2) there was a limited negative correlation (r = −0.142, p < 0.01) between self-efficacy and anticipated retention, suggesting that higher self-efficacy scores were associated with low anticipated retention, contrary to the study's hypothesis; (3) anticipated retention was found to be significantly affected by gender, major, and ratings of TIP. Anticipated retention was found to be significantly affected by gender, major, and ratings of TIP helpfulness. The results, implications, and recommendations are discussed further in the study.
Following the global COVID-19 outbreak, blended learning (BL) has received increasing attention from educators. The purpose of this study was: (a) to develop a measurement to evaluate the effectiveness of blended learning for undergraduates; and (b) to explore the potential association between effectiveness with blended learning and student learning outcomes. This research consisted of two stages. In Stage I, a measurement for evaluating undergraduates’ blended learning perceptions was developed. In Stage II, a non-experimental, correlational design was utilized to examine whether or not there is an association between blended learning effectiveness and student learning outcomes. SPSS 26.0 and AMOS 23.0 were utilized to implement factor analysis and structured equation modeling. The results of the study demonstrated: (1) The hypothesized factors (course overview, course objectives, assessments, 1148 class activities, course resources, and technology support) were aligned as a unified system in blended learning. (2) There was a positive relationship between the effectiveness of blended learning and student learning outcomes. Additional findings, explanations, and suggestions for future research were also discussed in the study.
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