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The purpose of this paper was to present empirically tested model of the importance of vocational teachers' pedagogical-didactical and psychological factors for inclination to impart their value positions in vocational education. 346 vocational teachers from 27 vocational training institutions and colleges in Lithuania completed paper-pencil questionnaires. A correlation study was designed to determine the extent to which the pedagogical-didactical and psychological determinants are related to values education. The results of Structural Equation Modelling (SEM) indicated 7 significant factors on the inclination of vocational teachers to convey values to learners in vocational education and training. Teachers' efforts to provoke or cause emotions in students during didactical processes, as well as matching students' practical experience and open teaching strategies were identified as the most important pedagogical-didactical factors for teacher's inclination to impart values education. Teachers as pedagogical experts were more concerned with values education than were teachers as didactical or subject matter experts. Important psychological factors included vocational teachers' personality traits of openness to experience and conscientiousness as well as extrinsic social motivation that were significantly related to teacher's inclination towards values education. To our knowledge, this research is the first comprehensive attempt to evaluate the importance of pedagogical-didactical and psychological factors on the inclination of vocational teachers to convey values to learners in vocational education and training. In the future, longitudinal studies are needed to make causal inferences regarding the hypothesized relationships among the variables.

The article analyzes and assesses factors that have impact upon the quality of eTeaching/learning technologies in higher education; it is on their basis that the concept of eTeaching/learning quality is denied. Research data about the students' motives in choosing various teaching/learning technologies for the development of their competence are presented together with teacher possibilities to create interactive virtual environments that motivate eTeaching/learning. The obtained research revealed that verbal and interactive technologies based on explanatory illustrational method are more favoured by both students and teachers who aim at study quality. Higher education teachers, aiming at achieving better eTeaching/learning quality, integrate the elements of these technologies into traditional methodologies, developing a blended distance education model. (Contains 4 figures and 1 table.)