Psychometric Properties of Teachers' Digital Learning Identity Questionnaire

Digital literacy competencies play a pivotal role in teachers' professional development. However, the absence of effective instrument for measuring teacher digital learning has hampered researches in this area. The aim of this study was to investigate the psychometric properties of Zimmer, McTigue and Matsuda (2021) Digital Learning Identity Questionnaire. The research method was survey. The statistical population of the study was all school teachers in Mashhad who were teaching in the academic year 1399-1400. Using the available sampling method and based on Cochran's formula, the sample size was 420 people. The questionnaire was distributed and completed electronically after translation and validation by experts. Confirmatory factor analysis was used to determine the validity of the structure and internal consistency method (Cronbach's alpha) was used for reliability. The results of confirmatory factor analysis confirmed the fit of the model and the structure of the internal relations of the items. Cronbach's alpha coefficient for the digital learning identity questionnaire was 0.97 and for self-regulated learning (0.86), Knowledge Resources (0.91), Attitude (0.91), efficacy (0.91), knowledge achievement (0.91) and challenge (0.90) were obtained.

Teachers' digital learning identity questionnaire has acceptable psychometric properties and can be used as a valid instrument in research.