ASSESSING DIFFERENCES IN JUNIOR ELEMENTARY TEACHERS’ READINESS AND RESPONSIVENESS TO BLENDED LEARNING

Abstract

This study investigates the readiness and responsiveness of Junior Elementary School Teachers (JEST) toward blended learning in Shaheed Benazirabad district. Blended learning, combining face-to-face and online instruction, has gained global attention for enhancing student engagement and accommodating diverse learning styles. Using a quantitative approach, data were collected via a 5-point Likert survey from 200 junior and senior JEST teachers in Taluka Nawabshah and Sakrand. Independent t-tests revealed no significant differences in readiness between junior (2021–2022 recruits) and senior (2018–2020 recruits) teachers, nor in responsiveness between newly recruited male and female teachers. The findings highlight the need for improved infrastructure and targeted training programs to support effective blended learning implementation. Policymakers should prioritize internet connectivity, technological resources, and comprehensive teacher training to enhance digital literacy and educational quality.