Exploring the Role of Teaching Leadership in Enhancing Deep Learning Among Chinese Vocational Students: Mediating Effects of Academic Self-Efficacy and Teacher-Student Interaction in Blended Learnin
DOI:
https://doi.org/10.56294/sctconf20251333Keywords:
blended learning environment, perceived teaching leadership, academic self-efficacy, teacher-student interaction, deep learningAbstract
Introduction: This study investigates the relationship between perceived teaching leadership and deep learning within a blended learning environment among vocational students in Zhejiang Province, China.
Objectives: The primary aim is to examine how academic self-efficacy and teacher-student interaction mediate the relationship between perceived teaching leadership and deep learning.
Methods: Utilizing convenience sampling, the study collected data through 1129 valid online questionnaires from vocational students in Zhejiang Province.
Results: Findings reveal that academic self-efficacy significantly mediates the relationship between perceived teaching leadership and deep learning. Furthermore, teacher-student interaction also functions as a mediator in this dynamic. Notably, a chain mediation effect involving both academic self-efficacy and teacher-student interaction is evident.
Conclusions: The results underscore the crucial role of perceived teaching leadership in enhancing deep learning among vocational students. Importantly, the study highlights the mediating effects of academic self-efficacy and teacher-student interaction, providing valuable insights for improving practices in vocational education .
References
Abbasi,M., Shahraki, A., & Taherkordi, A. (2021). Deep learning for network traffic monitoring and analysis (NTMA): A survey. Computer Communications, 170, 19-41. https://doi.org/10.1016/j.comcom.2021.01.021
Akman, Y. (2021). The relationships among teacher leadership, teacher self-efficacy and teacher performance. Journal of Theoretical Educational Science, 14(4), 720-744. https://doi.org/10.30831/akukeg.930802
Alam, A. (2022). Employing adaptive learning and intelligent tutoring robots for virtual classrooms and smart campuses: reforming education in the age of artificial intelligence. In Advanced Computing and Intelligent Technologies: Proceedings of ICACIT 2022 (pp. 395-406). Singapore: Springer Nature Singapore.
Alanoglu, M. (2022). The role of instructional leadership in increasing teacher self-efficacy: a meta-analytic review. Asia Pacific Education Review, 23(2), 233-244. https://doi.org/10.1007/s12564-021-09726-5
Aslan, A., Silvia, S., Nugroho, B. S., Ramli, M., & Rusiadi, R. (2020). Teacher’s leadership teaching strategy supporting student learning during the covid-19 disruption. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 5(3), 321-333. https://doi.org/10.31538/ndh.v5i3.984
Ayuwanti, I., & Siswoyo, D. (2021). Teacher-student interaction in mathematics learning. International Journal of Evaluation and Research in Education, 10(2), 660-667. https://doi.org/10.11591/ijere.v10i2.21184
Bandura, A., Freeman, W. H. &, Lightsey, R. (1999). Self-efficacy: The exercise of control.Journal of Cognitive Psychotherapy,13(2),158-179. https://doi.org/10.1891/0889-8391.13.2.158
Bećirović, S., Ahmetović, E. &, Skopljak, A.(2022). An examination of students online learning satisfaction, interaction, self-efficacy and self-regulated learning. European Journal of Contemporary Education, 11(1), 16-35. https://doi.org/10.13187/ejced.2022.1.16
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, Article e 103819. https://doi.org/10.1016/j.compedu.2020.103819
Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2020). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, Article e100772. https://doi.org/10.1016/j.iheduc.2020.100772
Burke, H. &, Mancuso, L. (2012). Social cognitive theory, metacognition, and simulation learning in nursing education. Journal of Nursing Education, 51(10), 543-548. https://doi.org/10.3928/01484834-20120820-02
Chan, S., Maneewan, S., & Koul, R. (2023). An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review, 75(2), 264-286. https://doi.org/10.1080/00131911.2021.1916440
Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching.The Journal of Economic Education, 52(1), 17-40. https://doi.org/10.1080/00220485.2020.1845266
Daniel, J., Quartz, K. H., & Oakes, J. (2019). Teaching in Community Schools: Creating Conditions for Deeper Learning. Review of Research in Education, 43(1), 453-480. https://doi.org/10.3102/0091732X18821126
Darling-Hammond, L., & Oakes, J. (2021). Preparing teachers for deeper learning (pp. 1-12). Harvard Education Press.
Dignath, C. &, Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes–insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13, 127-157. https://doi.org/10.1007/s11409-018-9181-x
Drysdale, M. T., & McBeath, M. (2018). Motivation, self-efficacy and learning strategies of university students participating in work-integrated learning. Journal of Education and Work, 31(5-6), 478-488. https://doi.org/10.1080/13639080.2018.1533240
Fornell, C. &, Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
Ghamrawi, N., & Al-Thani, H. (2023). Wellbeing leadership: Perceptions of pre-service school leaders. Heliyon, 9(11), Article e21706. https://doi.org/10.1016/j.heliyon.2023.e21706
Ghavifekr, S., & Ramzy, M. I. (2020). Exploring Effective Leadership Practices of Private School Principals to Improve Teachers’ Academic Excellence and Students’ Learning Achievement. Journal of Research in Education Sciences, 65(3), 123-128. https://doi.org/10.6209/JORIES.202009_65(3).0005
Goddard, R. D., Bailes, L. P., & Kim, M. (2021). Principal efficacy beliefs for instructional leadership and their relation to teachers’ sense of collective efficacy and student achievement. Leadership and Policy in Schools, 20(3), 472-493. https://doi.org/10.1080/15700763.2019.1696369
Grapin, S. L., Lee, E. T., & Jaafar, D. (2015). A multilevel framework for recruiting and supporting graduate students from culturally diverse backgrounds in school psychology programs. School Psychology International, 36(4), 339-357. https://doi.org/10.1177/0143034315592270
Guo, Y., Wang, Y., & Ortega-Martín, J. L. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 6 (40), 253-273. https://doi.org/10.30827/portalin.vi40.27061
Harrington, D. (2009). Confirmatory Factor Analysis. Oxford University Press, USA.
Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79. https://doi.org/10.1037/stl0000021。
Hong, J. C., Hwang, M. Y., Tai, K. H. &, Lin, P. H. (2017). Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress. Computer Assisted Language Learning, 30(6), 552-574. https://doi.org/10.1080/09588221.2017.1329215
Islam, M. K., Sarker, M. F. H., & Islam, M. S. (2022). Promoting student-centred blended learning in higher education: A model. E-Learning and Digital Media, 19(1), 36-54. https://doi.org/10.1177/20427530211027721
Jiang, L., Lv, M., Cheng, M., & Chen, X. (2024). Design and implementation effects of SPOC-based blended teaching from the perspective of deep teaching: a case study of EFL students. Innovations in Education and Teaching International, 1-15. https://doi.org/10.1080/14703297.2024.2350519
Koufteros, X. A. (1999). Testing a model of pull production: a paradigm for manufacturing research using structural equation modeling. Journal of Operations Management, 17(4), 467-488. https://doi.org/10.1016/S0272-6963(99)00002-9
Lin, C. P. &, Bhattacherjee, A. (2009). Understanding online social support and its antecedents: A socio-cognitive model. The Social Science Journal, 46(4), 724-737. https://doi.org/10.1016/j.soscij.2009.03.004
Lin, W., Yin, H., Han, J., & Han, J. (2020). Teacher–student interaction and chinese students’ mathematics learning outcomes: The mediation of mathematics achievement emotions. International Journal of Environmental Research and Public Health, 17(13), 4742. https://doi.org/10.3390/ijerph17134742
Liu, X., Peng, M. Y. P., Anser, M. K., Chong, W. L., & Lin, B. (2020). Key teacher attitudes for sustainable development of student employability by social cognitive career theory: the mediating roles of self-efficacy and problem-based learning. Frontiers in Psychology, 11, 1945. https://doi.org/10.3389/fpsyg.2020.01945
Liu, Y., Cai, N., Zhang, Z., & Fu, H. (2022). Exploration of micro-video teaching mode of college students using deep learning and human–computer interaction. Frontiers in Psychology, 13, Article e916021. https://doi.org/10.3389/fpsyg.2022.916021
Liu, Y., Li, L., & Huang, C. (2022). To what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China?. School Effectiveness and School Improvement, 33(3), 381-402. https://doi.org/10.1080/09243453.2022.2029746
MacKinnon, D. (2012). Introduction to statistical mediation analysis. Routledge.
Miao, J., Chang, J. &, Ma, L. (2022). Teacher–student interaction, student–student interaction and social presence: their impacts on learning engagement in online learning environments. The Journal of Genetic Psychology, 183(6), 514-526. https://doi.org/10.1080/00221325.2022.2094211
Muijs, D. &, Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22(8), 961-972. https://doi.org/10.1016/j.tate.2006.04.010
Pandey, P., & Pandey, M. M. (2021). Research methodology tools and techniques. Bridge Center.
Pires, E. M. S. G., Daniel-Filho, D. A., de Nooijer, J., & Dolmans, D. H. (2020). Collaborative learning: Elements encouraging and hindering deep approach to learning and use of elaboration strategies. Medical Teacher, 42(11), 1261-1269. https://doi.org/10.1080/0142159X.2020.1801996
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of applied psychology, 88(5), 879. https://doi.org/10.1037/0021-9010.88.5.879
Puja Kesuma, T. A. R., SUDJARWO, S., Pargito, P., Ridwan, R., Tusianah, R., Isnainy, U. C., ... & Irawan, E. (2021). Influence and influenced between self-efficacy and principal leadership: A systematic review. International Journal of Education and Information Technologies, 15, 157-166. https://doi.org/10.46300/9109.2021.15.16
Qin, M. X. &, Tan, X. (2022). Examining a SPOC experiment in a foundational course: design, creation and implementation. Interactive Learning Environments, 30(7), 1307-1324. https://doi.org/10.1080/10494820.2020.1722710
Que, B. J., Kusnadi, I. H., Silalahi, R. M. P., Rahman, A. A., & Kurniawan, A. (2022). The effect of deep dialogue/critical thinking model on students’ conceptual understanding ability. Journal of Innovation in Educational and Cultural Research, 3(3), 422-431.https://doi.org/10.46843/jiecr.v3i3.130
Reddy, S., & Dávalos, L. M. (2003). Geographical sampling bias and its implications for conservation priorities in Africa. Journal of Biogeography, 30(11), 1719-1727. https://doi.org/10.1046/j.1365-2699.2003.00946.x
Riley, P. (2010). Attachment theory and the teacher-student relationship: A practical guide for teachers, teacher educators and school leaders. Routledge.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, Article e101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Sholihah, T. M. &, Lastariwati, B. (2020). Problem based learning to increase competence of critical thinking and problem solving. Journal of Education and Learning (EduLearn), 14(1), 148-154. https://doi.org/10.11591/edulearn.v14i1.13772
social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), Article e1173. https://doi.org/10.1037/0022-3514.51.6.1173
Su, C. W., Yuan, X., Umar, M., & Lobonţ, O. R. (2022). Does technological innovation bring destruction or creation to the labor market? Technology in Society, 68, Article e101905. https://doi.org/10.1016/j.techsoc.2022.101905
Sun, J. &, Leithwood, K. (2017). Leadership effects on student learning mediated by teacher emotions. How School Leaders Contribute to Student Success: The Four Paths Framework, 12, 137-152. https://doi.org/10.1007/978-3-319-50980-8_7
Talebizadeh, S. M., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68, Article e100970. https://doi.org/10.1016/j.stueduc.2020.100970
Tang, D., Fan, W., Zou, Y., George, R. A., Arbona, C. &, Olvera, N. E. (2021). Self-efficacy and achievement emotions as mediators between learning climate and learning persistence in college calculus: A sequential mediation analysis. Learning and Individual Differences, 92, Article e102094. https://doi.org/10.1016/j.lindif.2021.102094
van Vondel, S., Steenbeek, H., van Dijk, M., & van Geert, P. (2016). “Looking at” educational interventions: Surplus value of a complex dynamic systems approach to study the effectiveness of a science and technology educational intervention. Complex Dynamical Systems in Education: Concepts, Methods and Applications, 203-232. https://doi.org/10.1007/978-3-319-27577-2_11
Wang, Q. (2021, August). Construction of two way interactive and cooperative teaching mode between college English teachers and students under the network autonomous learning platform. In The Sixth International Conference on Information Management and Technology, 11, 1-5. https://doi.org/10.1145/3465631.3465810
Warren, L. L. (2021). The importance of teacher leadership skills in the classroom. Education Journal, 10(1), 8-15. https://doi.org/10.11648/j.edu.20211001.12
Warren, L., Reilly, D., Herdan, A., & Lin, Y. (2021). Self-efficacy, performance and the role of blended learning. Journal of Applied Research in Higher Education, 13(1), 98-111. https://doi.org/10.1108/JARHE-08-2019-0210
WEI, X., LIN, L., MENG, N., TAN, W., & KONG, S. C. (2021). The effectiveness of partial pair programming on elementary school students’ computational thinking skills and self-efficacy. Computers & Education, 160, Article e104023. https://doi.org/10.1016/j.compedu.2020.104023
Xiang, D., Ge, S., Zhang, Z., Budu, J. T., & Mei, Y. (2023). Relationship among clinical practice environment, creative self-efficacy, achievement motivation, and innovative behavior in nursing students: A cross-sectional study. Nurse Education Today, 120, Article e105656. https://doi.org/10.1016/j.nedt.2022.105656
Xu, Z. &, Qi, C. (2019). The Relationship between Teacher-Student Relationship and Academic Achievement: The Mediating Role of Self-Efficacy. EURASIA Journal of Mathematics, Science and Technology Education, 15(10),2-7. https://doi.org/10.1016/j.jsp.2015.07.001
Yokuş, G. (2022). Developing a guiding model of educational leadership in higher education during the COVID-19 pandemic: A grounded theory study. Participatory Educational Research, 9(1), 362-387. https://doi.org/10.17275/per.22.20.9.1
Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies, 2(2), 186-195. https://doi.org/10.1002/hbe2.188
Zhang, Y. (2022). Influence of teacher-student interaction on course learning effect in distance education. International Journal of Emerging Technologies in Learning, 17(10), 215. https://doi.org/10.3991/ijet.v17i10.30913
Zhao, J., & Qin, Y. (2021). Perceived teacher autonomy support and students' deep learning: The mediating role of self-Efficacy and the moderating role of perceived peer support. Frontiers in Psychology, 12, Article e652796. https://doi.org/10.3389/fpsyg.2021.652796
Zhao, J., & Qin, Y. (2021). Perceived teacher autonomy support and students' deep learning: The mediating role of self-Efficacy and the moderating role of perceived peer support. Frontiers in Psychology, 12, Article e652796. https://doi.org/10.3389/fpsyg.2021.652796
Zheng, X., & Guo, J. (2019, December 17-19). Towards the Differences on Deep Learning of Students in Blended Learning Environment. In 2019 International Joint Conference on Information, Media and Engineering. Osaka, Japan. https://doi.org/10.1109/IJCIME49369.2019.00028.
Zohrabi, M. (2013). Mixed method research: Instruments, validity, reliability and reporting findings. Theory and Practice in Language Studies, 3(2), 254-262. https://doi.org/10.4304/tpls.3.2.254-262
Öqvist, A. &, Malmström, M. (2018). What motivates students? A study on the effects of teacher leadership and students’ self-efficacy. International Journal of Leadership in Education, 21(2), 155-175. https://doi.org/10.1080/13603124.2017.1355480
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Qiujin Lu , Chunying Wang (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
