Validity and reliability of an instrument to evaluate the digital competence of teachers in relation to online tutorials in the stages of Early Childhood Education and Primary Education

Abstract

El artículo presenta la validez y fiabilidad de un instrumento para evaluar el nivel de competencia digital del profesorado de Educación Infantil y de Educación Primaria para llevar a cabo la acción tutorial a través de recursos TIC como parte del proceso educativo en tiempos de COVID-19. El instrumento cuenta con 35 ítems clasificados en cinco dimensiones (A- funciones del tutor con el alumnado, B- funciones del tutor con el profesorado, C- funciones del tutor con la familia, D-Formación en TIC y transferencia, E- Uso de recursos TIC). El instrumento fue aplicado a una muestra de 1098 profesores en activo procedentes de 14 comunidades autónomas de España. La fiabilidad fue medida a través de Alfa de Cronbach, Coeficiente de Spearman-Brown, Dos mitades de Guttman, Omega McDonald y fiabilidad Compuesta. Para comprobar la validez del instrumento, fue analizado la validez de comprensión, exploración de la dimensionalidad mediante Análisis-Factorial-Exploratorio (AFE), y se fue ajustando el instrumento a través de diferentes modelos a través del análisis factorial confirmatorio (AFC). Además, fue analizada la invarianza factorial por la variable sexo (masculino-femenino), tipo de centro (público-concertado) y tipo de profesorado (educación infantil-educación primaria), así como la validez externa. Los análisis de fiabilidad fueron altamente satisfactorios y en relación a la validez de constructo, los resultados encontraron un buen ajuste del modelo tanto en la validez interna como en la invarianza factorial, con una versión final del instrumento de 25 ítems. This article demonstrates the validity and reliability of an instrument to evaluate the level of digital competence of Early Childhood Education and Primary Education teachers to carry out online tutorials using ICT resources as part of the educational process during the COVID-19 pandemic. The instrument consists of 35 items classified into five dimensions (A – functions of the tutor with the students; B ­– functions of the tutor with the teaching staff; C – functions of the tutor with the family; D – training in ICT and transfer; E – use of ICT resources). The instrument was applied to a sample of 1,098 active teachers from 14 autonomous communities located in Spain. Reliability was measured using Cronbach’s Alpha, the Spearman-Brown Coefficient, Guttman Two Halves, Omega McDonald, and for composite reliability. To check the validity of the instrument, we analysed the validity of understanding, and exploration of dimensionality using Factorial-Exploratory Analysis (EFA), and the instrument was adjusted for the different models through Confirmatory Factor Analysis (CFA). In addition, factorial invariance was evaluated based on the variables sex (male/female), type of centre (public/charter school), and type of teaching staff (Early Childhood Education/Primary Education), as well as external validity. The results of the reliability analyses were highly satisfactory and, in relation to the construct validity, the results found a good fit of the model, both in the internal validity and in the factorial invariance. The final version of the instrument consists of 25 items.

Digital Competence of Higher Education Students as a Predictor of Academic Success

“…The digital competence of teachers and students is not a new subject, and has been addressed from different conceptual frameworks, such as the DigComEdu model (Cabero-Almenara & Palacios-Rodríguez, 2020 ; Ghomi, & Redecker, 2019 ), the PEAT (Pedagogical, ethical, attitudinal and technical) dimensions developed by DICTE ( 2019 ), TPACK (Technological Pedagogical Content Knowledge) (Miguel-Revilla et al, 2020 ). These competencies have been measured with self-perception instruments, such as those designed by the following authors, self-perception instruments created by the authors themselves (Gutiérrez-Castillo et al, 2017 ; Cabero-Almenara, et al, 2020 ; Guillen-Gamez et al, 2021 ), or others of a similar nature such as those developed by Cerdá et al, ( 2022 ). Likewise, this construct has been analyzed from the predictors that affect its acquisition, such as differences as a function of gender (Basantes-Andrade et al, 2020 ), the student’s age (Lucas et al, 2021 ), differences between teachers and students (Guillén-Gámez & Mayorga-Fernández, 2020 ), its relationship with social class (Cabero-Almenara & Ruiz-Palmero, 2018 ) or the area where the education center is located (Lebedeva, 2021 ).…”

Improving Teacher Organizational Citizenship Behavior (OCB) through Servant Leadership, Justice and Self-efficacy: Indonesian Teacher Perspective

“…The data analysis in this study used the path analysis (Loehlin & Beaujean, 2016;Smylie & Eckert, 2018) through the SMART PLS application (Hair et al, 2017;Tian et al, 2020). Data analysis procedure: (1) calculate the validity result based on the outer loading value (Chasanah et al, 2021); ( 2) analyze the values that have the highest outside loading value; researchers took the three most significant outside loading values to analyze the increase in endogenous variables; (3) calculate reliability based on Cronbach alpha (Guillén-Gámez et al, 2021;Moghaddam, 2019); (4) calculate the value of each path, and the (5) Compare the values of each path in the path analysis.…”

Permanent training as a predictor of success in the digital competence of Education teachers carrying out the online tutorial action

“…To measure the level of self-perception in digital competence of Early Childhood Education and Primary Education teachers, in relation to the use of technological resources that they use to carry out tutorial and guidance tasks, the questionnaire of Rufete et al (2020), validated by Guillén-Gámez et al (2021), was used. For this study, the first three dimensions of the instrument have been used:…”