Development of Measurement Models of Teacher’s Digital Competency in the East

Abstract

Teachers' digital competencies are defined as the ability, skill, knowledge, and attitude to use information technology critically and creatively in this era and be prepared to deal with the new things that will occur in the digital disruption era. The purpose of this research was to develop a teacher digital competency measurement model in the Eastern region by studying the conceptual framework for teachers' digital competencies, computer skills and information literacy, communication and cooperation, digital content creation, security, and problem resolution in line with the digital competencies of teachers in the Eastern Region. The sample group consisted of 243 teachers in the Eastern region under the Secondary Educational Service Area Office Chonburi Rayong, who used multi-stage sampling. The findings of this research found that the results of the content validity examination were equal to 1.0. Confirmatory factor analysis (CFA) results revealed that the teacher digital competency measurement model was consistent with empirical data (x²=274.38, df = 151,x² /df = 1.82, p = 0.00, RMR = 0.043, RMSEA = 0.058).  And the results of the reliability check for the whole version were equal to .98, and the subcomponents were equal to .60, .67, .76, .77, and .80, respectively. Accurate, good, and reliable.