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Navigating the Blended Learning Landscape: Mediating Role of Crisis Preparedness in Strengthening Educational Leadership in Ethiopia
Abstract
With more blended learning policies being adopted in an effort to improve accessibility and quality of education, Ethiopia's education system is undergoing major changes. This study examines how these policies affect educational leadership, with a particular emphasis on how crisis preparedness initiatives function as a mediator. A survey was conducted with 400 participants, comprising educators, administrators, and policymakers in the field of education. Confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) were used in the study to determine the underlying dimensions of the variables under investigation. Data appropriateness for factor analysis was evaluated using the Bartlett's test and the Kaiser-Meyer-Olkin (KMO) scale. Analysis of the mediating effects was done using Structural Equation Modeling (SEM). The results show that by bolstering crisis preparedness initiatives, blended learning policies may greatly improve educational leadership.
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