Abstract
ABSTRACT Supporting teachers professionally, both in their teaching skills and the inclusion of technology, is one of the few direct interventions to help them grow. Currently, few instruments assessing these perceptions exist, and evidence on their validity is sparse. Hence, this paper presents the development and validation of an instrument assessing teachers’ perceived institutional support for online and blended learning professional development. A sample of 317 adult education teachers completed the eight-item instrument. Overall, the reliability, exploratory and confirmatory factor analyses suggest that the presented scale can be used to determine how teachers perceive institutional support for online and blended learning professional development and provides evidence supporting a validity argument. Recommendations for the academic and practical use of the ISOBL questionnaire are made.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Research & Method in Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
