Predicting the Self-Efficacy based on Attitude toward Blended Learning in Primary School Teachers

This research aims to predict the self-efficacy based on attitude toward blended learning in primary school teachers in Tabriz. The study was applied in terms of its aim and descriptive correlational in terms of its method. The statistical population consisted all primary school teachers in the five districts of Tabriz in the academic year 2022-2023, totaling 3,199 individuals. Using multi-stage cluster random sampling, 343 individuals were selected as the sample. To measure the variables, the Blended Learning Attitude Questionnaire by Banihashem et al (2023) and the standard Self-Efficacy Beliefs Questionnaire by Tschannen-Moran and Woolfolk Hoy (2001) were utilized. The research hypotheses were tested using Pearson correlation and simultaneous multiple regression analysis. All data analyses were conducted using SPSS 21 software. The findings indicated a significant positive correlation between the components of attitude toward blended learning and the self-efficacy of primary school teachers (p= 0.001, r= 0.33). Furthermore, the results of the regression analysis showed that among the components of attitude toward blended learning, only the motivation component is a positive predictor of the self-efficacy of Tabriz primary school teachers, while the components of workload, stress, and well-being did not have a significant impact on predicting the self-efficacy of primary teachers in Tabriz. Research findings indicated that teachers' attitudes toward educational technologies required greater attention from relevant authorities. By fostering a positive attitude among teachers, the transition from traditional teaching methods to modern and blended approaches can be facilitated more effectively.