Adaptation of Self‑Assessment Instrument for Educators’ Digital Competence into Turkish Culture: A Study on Reliability and Validity

Çebi A., Reisoğlu İ.

Technology, Knowledge and Learning, sa.-, ss.1-15, 2022 (ESCI)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1007/s10758-021-09589-0
  • Dergi Adı: Technology, Knowledge and Learning
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, Applied Science & Technology Source, Compendex, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Sayfa Sayıları: ss.1-15
  • Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

In this study, the adaptation of the "Digital Competence for Educators" self-assessment instrument developed by the European Commission Joint Research Centre to Turkish culture and the validity and reliability study of the Turkish form were carried out. The study was conducted with 697 teachers working in different provinces of Turkey. After the translation of the self-assessment instrument, first and second-order confirmatory factor analyses were made for construct validity, and AVE and CR values were calculated for convergent validity. For reliability studies, the Cronbach alpha coefficient and McDonald’s omega coefficient were presented. The model of the instrument consisting of 22 items and six dimensions in total was found to be well adapted as a result of the confirmatory factor analysis. The Cronbach alpha coefficient for the entire self-assessment instrument was calculated as .947, and the omega coefficient, which was expressed to give more proper results for congeneric measurements, was calculated as .948. The analysis results show that the self-assessment instrument adapted to Turkish culture is a valid and reliable instrument with language equivalence in evaluating teachers’ digital competence.