Examining teachers’ readiness for blended teaching with a revised model and instrument

This study examines teachers’ readiness for blended teaching by surveying teachers in five primary schools in Hong Kong. The instrument for measuring blended teaching readiness has been revised to encompass the dimensions of (1) technological skills, (2) disposition, (3) integration and planning, (4) personalization, and (5) support of self-regulated learning. The results indicate that while the teachers had positive dispositions, they fell short in other dimensions, particularly in supporting students’ self-regulation. Senior teachers were less prepared for blended teaching, particularly in planning, designing personalized learning, and supporting self-regulation. Disparities are also observed among teachers in different types of schools.