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Purpose: Developing an enabling bureaucratic structure for school organization has been an important aim of education governance reforms in China, like many societies across the globe, since the 1990s. However, there is a lack of valid measures to investigate the extent to which the Chinese education governance reforms facilitate the development of the enabling structure of school bureaucracy and examine the antecedents and consequences of enabling school bureaucracy. Thus, the study was conducted to validate the Chinese version of the Enabling Structure Scale (ESS-Ch), which is used to assess school bureaucracy in China. Design/methodology/approach: The study surveyed 1,146 teachers enrolled in professional development courses provided by a Beijing university. The validation process involved two phases. In the first phase, the sample was divided into three subgroups for exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and cross-validation. In the second phase, reliability and validity were assessed utilizing the entire sample. Findings: It indicated a four-factor model of the ESS-Ch: enabling formalization, coercive formalization, enabling centralization and hindering centralization. Factor loadings ranged from 0.72 to 0.88, composite reliabilities ranged from 0.82 to 0.95 and values of average variance extracted ranged from 0.61 to 0.80. Research limitations/implications: The study contributes to the international literature by validating the ESS-Ch so as to provide a standard measure that can be applied in comparative studies on enabling school bureaucracy between Chinese and Western cultures. Originality/value: The study is original by validating the ESS-Ch based on a sample of 1,146 teachers in China. [ABSTRACT FROM AUTHOR]

Purpose: This study intends to investigate the determinants of learners' continuance intention to use massive open online courses (MOOCs) for personal or professional development. Design/methodology/approach: This study employed quantitative research design. The respondents were individual learners from six selected universities in China who used MOOCs for continuous learning. A purposive sampling technique was employed to obtain 270 valid samples. Data were analyzed and analytical outputs were produced using the techniques of Partial Least Squares Structural Equation Modeling and Importance-Performance Matrix. Findings: Expectation confirmation was found to have a positive relationship with perceived usefulness, flow experience, learning self-efficacy and satisfaction with MOOCs. Perceived usefulness, flow experience and leaning self-efficacy were also found to have a positive relationship with MOOC satisfaction. In addition, perceived usefulness, flow experience, learning self-efficacy and MOOC satisfaction had a positive impact on continuance usage intention. Originality/value: The outcomes of the study can serve as a practical reference for MOOC providers and decision-makers to develop relevant strategies to increase the course completion rates. [ABSTRACT FROM AUTHOR]