DEVELOPMENT AND VALIDATION OF RESEARCH INSTRUMENT FOR ASSESSMENT OF PRIMARY SCHOOL TEACHERS DISPOSITION TOWARDS USING ICT IN TEACHING

Abstract

There is a lack of valid instruments for gauging primary school teachers' perspectives on the use of information and communication technologies (ICT), hence this research aims to address that need. Educators' ability to comprehend and improve technology integration is greatly impacted by the availability of a reliable and valid instrument, especially given the increasing significance of ICT in educational contexts. Two hundred elementary school educators were selected at random from a stratified sample to participate in the study. The instrument was developed with an expert evaluation in mind to make sure the content was legitimate, and then the Content Validity Index (CVI) values were calculated. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to develop the instrument and find out whether it was structurally valid. Strong content validity was shown by the high CVI values that the expert evaluation produced. Construct validity of the instrument was established when CFA validated the EFA-suggested three-factor structure. There were 25 elements in the final instrument version. Furthermore, the total instrument had a Cronbach's Alpha of 0.90, confirming its validity and reliability for evaluating teachers' attitudes towards ICT. The dependability and content validity of the validated instrument make it a strong tool for gauging the preparedness and attitudes of primary school teachers towards information and communication technology. Stakeholders in education must take this step if they want to successfully promote and improve ICT integration; it will provide the groundwork for more effective use of technology in the classroom via focused interventions and improved policies.