ArticleBMC psychology2025
Shadows and light: navigating teachers' time poverty and blended teaching acceptance with social support and job satisfaction in EFL teachers' voyage.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Design and evaluation of a blended basketball training program using the ADDIE model.PloS one · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
backgroundThe increasing prominence of blended teaching in English instruction underscores its potential to enhance educational quality. However, the significant time commitment required may deter teachers from adopting this method due to prevalent time poverty. Despite the critical implications, research exploring the link between time poverty and acceptance of blended teaching is sparse.
methodsThis study developed a theoretical model to investigate the effects of time poverty on the acceptance of blended teaching among teachers, incorporating job satisfaction as a mediating variable and social support as a moderating variable. A total of 793 English teachers from various Chinese universities participated, providing data through a structured questionnaire. The relationships were analyzed using regression and path analysis to validate the hypothesized model.
resultsThe analysis revealed that time poverty significantly and negatively influences university EFL teachers' acceptance of blended teaching. Job satisfaction was found to partially mediate this relationship, indicating that emotional well-being plays a critical role in shaping instructional openness under conditions of time stress. Notably, social support exhibited a dual moderating role: it exacerbated the negative impact of time poverty on both job satisfaction and blended teaching acceptance, while simultaneously enhancing the positive influence of job satisfaction on teachers' willingness to adopt blended methods.
conclusionsThese findings highlight job satisfaction as a pivotal psychological mechanism through which time-related stressors affect pedagogical innovation. The complex role of social support-being facilitative in some pathways yet detrimental in others-underscores the importance of evaluating not only the presence but also the alignment and perceived utility of support systems in educational settings. For university-level EFL teachers navigating digital transformation under high workload pressures, context-sensitive and needs-matched support strategies are essential. This study contributes to the literature by clarifying the interactive dynamics among time poverty, job satisfaction, social support, and blended teaching acceptance, and offers practical implications for the design of more effective teacher support mechanisms in the era of educational innovation.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.