Exploring the Role of Teaching Leadership in Enhancing Deep Learning Among Chinese Vocational Students: Mediating Effects of Academic Self-Efficacy and Teacher-Student Interaction in Blended Learnin

Abstract

Introduction: This study investigates the relationship between perceived teaching leadership and deep learning within a blended learning environment among vocational students in Zhejiang Province, China.Objectives: The primary aim is to examine how academic self-efficacy and teacher-student interaction mediate the relationship between perceived teaching leadership and deep learning.Methods: Utilizing convenience sampling, the study collected data through 1129 valid online questionnaires from vocational students in Zhejiang Province.Results: Findings reveal that academic self-efficacy significantly mediates the relationship between perceived teaching leadership and deep learning. Furthermore, teacher-student interaction also functions as a mediator in this dynamic. Notably, a chain mediation effect involving both academic self-efficacy and teacher-student interaction is evident.Conclusions: The results underscore the crucial role of perceived teaching leadership in enhancing deep learning among vocational students. Importantly, the study highlights the mediating effects of academic self-efficacy and teacher-student interaction, providing valuable insights for improving practices in vocational education .