Psychometric Properties of Digital Self of Teacher Educators’ Scale: A Factor Analysis Approach

Abstract

Digital Self is related to individual’s self-perception about his own identity, skills, attitudes and practical knowledge in digital environment. It contains not only the technical competence to effectively and efficiently use different kind of digital tools, but also the ability to critically evaluate, adapt, and create digital content related to teaching, learning evaluation and research. To understand and assess the digital self of Teacher Educators it is essential to develop a standardised tool. The objective of the study was to develop and validate a 5-point Likert scale for measuring the digital self of teacher educators. Through EFA and CFA, seven dimensions were identified, including Digital Literacy, Technological Pedagogical Knowledge, Digital Collaboration, Digital Content Creation, Digital Assessment and Feedback, Digital Citizenship, and Digital Adaptability and Innovation. The scale consists of 23 items and 7 dimensions. The CFA results indicated a good fit between the proposed scale model and the observed data, and was supported by CFA. The fit indices, Comparative Fit Index (CFI) value of 0.942, Tucker-Lewis Index (TLI) value of 0.977, Bentler-Bonett Non-normed Fit Index (NNFI) value of 0.954, Bentler-Bonett Normed Fit Index (NFI) value of 0.987, and Standardized Root Mean Square Residual (SRMR) value of 0.080 supported the validity of the model. These findings support the validity and reliability of the instrument for assessing the digital self of Teacher Educators. The identified dimensions provide a comprehensive framework for understanding and measuring educators' digital competencies. This research contributes to the field of teacher training and professional development by offering a tool to assess and improve teacher educators' digital practices.