Predicting K-12 Teachers’ Behavioral Intention to Teach in Blended Learning Environments: A Hierarchical Regression Analysis of Self-Efficacy and Cognitive-Perceptual Factors

This study examined predictors of K-12 teachers’ behavioral intention to teach in blended learning environments, focusing on self-efficacy and cognitive-perceptual factors. As blended learning continues to expand within technology-rich educational systems, understanding teachers’ readiness for blended instruction remains essential for effective and sustainable blended learning. Data were collected through a web-based questionnaire completed by 737 K-12 teachers in Saudi Arabia. Two theory-driven hierarchical regression models were conducted. In both models, demographic variables were entered first, followed by blended learning background variables. Model 1 then added four self-efficacy dimensions: self-efficacy for teaching through blended learning, motivational self-efficacy, engagement self-efficacy, and disciplinary self-efficacy. Model 2 added three cognitive-perceptual factors: outcome expectancy, perceived satisfaction, and TPACK. The results indicated that the self-efficacy model explained 62.2% of the variance in behavioral intention, with an adjusted R ² of .615. All four self-efficacy dimensions were significant predictors, with engagement self-efficacy showing the strongest standardized association, followed by disciplinary self-efficacy, self-efficacy for teaching through blended learning, and motivational self-efficacy. The cognitive-perceptual model explained 73.8% of the variance, with an adjusted R ² of .734. In this model, perceived satisfaction was the strongest predictor, followed by TPACK and outcome expectancy. These findings suggest that teachers’ intention to teach through blended learning is associated with both their confidence in managing blended instruction and their positive evaluations of blended learning experiences, pedagogical-technological competence, and expected educational value. The study highlights the need for professional development and institutional support that strengthen teachers’ self-efficacy, TPACK, satisfaction, and outcome expectations in blended learning environments.