Keyword: educators

ABSTRACT: This study investigated how hybrid work flexibility relates to the pedagogical effectiveness of Technical and Vocational Education and Training (TVET) educators in the post-pandemic era. Using an explanatory sequential mixed-methods design, the study surveyed 102 TVET educators from four universities in South-East Nigeria. Quantitative data were collected via a structured questionnaire and analyzed using descriptive statistics and simple and hierarchical linear regression. Qualitative data were gathered through semi-structured interviews with a purposively selected subset of 12 participants to provide deeper context. Because the quantitative component used a cross-sectional survey design, associational rather than causal language is used throughout to describe the statistical relationships. Results showed that hybrid work flexibility, as a job resource, is positively associated with instructional delivery effectiveness (β = .45, p < .001), student engagement (β = .42, p < .001), and assessment practices (β = .35, p < .001). Institutional digital infrastructure and technical support significantly moderated this relationship (ΔR² = .09, p < .001), strengthening the positive association between flexibility and pedagogical effectiveness. A confirmatory factor analysis of the 44-item instrument indicated acceptable model fit (CFI = .95, TLI = .95, RMSEA = .029, SRMR = .079), and Harman's single-factor test indicated common method bias was not a substantial concern (24.3% of variance on the first un-rotated factor). Qualitative findings corroborated and enriched these results, highlighting that while flexibility affords autonomy and opportunities for pedagogical innovation, its benefits are contingent on robust institutional support, adequate digital tools for practical demonstrations, and deliberate strategies to mitigate the digital divide. The study concludes that hybrid work flexibility is a valuable resource for pedagogical effectiveness in TVET, but one whose potential is only fully realized when coupled with sufficient institutional resources and support systems.
 

ABSTRACT: This study evaluates the adoption of Moodle learning management system (LMS) for emergency remote teaching during the COVID-19 era by colleges of education (CoE) teachers in Ghana. The research highlights the level of experience of CoE teachers in their use of e-learning applications as well as the factors that influence their acceptance of Moodle LMS within the Unified Theory of Acceptance and Use of Technology framework. Three research questions guided the study: 1. What is the level of experience of CoE teachers in the use of e-learning applications? 2. What is the influence of performance expectancy, effort expectancy, and social influence of teachers on their behavioral intention to use Moodle LMS? 3. What is the influence of Facilitating Conditions, Service Quality, and Behavioral Intentions on teachers’ Use Behavior of Moodle LMS? The study used a descriptive cross-sectional survey approach to assess the experiences of CoE teachers in their use of e-learning applications as well as their behavioral intentions, and actual usage behaviors concerning Moodle. The quantitative approach was used to collect and analyze data. The findings reveal that social influence played the most crucial role in shaping educators’ behavioral intentions towards using Moodle, while performance expectancy and effort expectancy have a lesser impact. The study highlights the need to prioritize the service quality of learning management systems in CoEs. This can include routine system updates, intuitive user interfaces, and effective technical support to provide a smooth experience for educators. Recommendations are provided to enhance the adoption and utilization of Moodle, emphasizing the need for targeted professional development and improved infrastructural support. Implications of the results for understanding Moodle LMS adoption in emergency remote teaching contexts are discussed.