TY - JOUR
T1 - Understanding Teacher Workload in Blended Learning: Insights Through the Job Demands-Resources Model
AU - Cheng, Zhao
AU - Yang, Fan
AU - Zhu, Chang
N1 - Publisher Copyright:
© The Authors.
PY - 2026/1
Y1 - 2026/1
N2 - Blended learning (BL) has become an increasingly prevalent instructional model in primary and secondary education, yet its implementation has intensified concerns about teacher workload and well-being. While prior research has documented workload pressures associated with digitalization and AI integration, there remains limited empirical insight into how teachers experience, interpret, and manage these demands in blended learning environments. Guided by the Job Demands-Resources (JD-R) model, this qualitative study investigates how BL reshapes teachers’ job demands and resources, and how educators respond to these changes in practice.
AB - Blended learning (BL) has become an increasingly prevalent instructional model in primary and secondary education, yet its implementation has intensified concerns about teacher workload and well-being. While prior research has documented workload pressures associated with digitalization and AI integration, there remains limited empirical insight into how teachers experience, interpret, and manage these demands in blended learning environments. Guided by the Job Demands-Resources (JD-R) model, this qualitative study investigates how BL reshapes teachers’ job demands and resources, and how educators respond to these changes in practice.
UR - https://academic-publishing.org/index.php/ejel/article/view/4465
UR - http://www.scopus.com/inward/record.url?scp=105028679243&partnerID=8YFLogxK
U2 - 10.34190/ejel.24.1.4465
DO - 10.34190/ejel.24.1.4465
M3 - Article
SN - 1479-4403
VL - 24
SP - 125
EP - 137
JO - Electronic Journal of e-Learning
JF - Electronic Journal of e-Learning
IS - 1
ER -