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Developing and validating a Teachers' Digital Competence Model and Self-Assessment Instrument for secondary school teachers in China

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Abstract

This research aims to address the challenges of digital transformation in education by understanding the digital competence of teachers through a mixed-methods approach. The grounded theory is employed to develop the Teachers' Digital Competence Model (TDCM), which is structured around three facets: development, pedagogy, and ethics. Within these facets, six key dimensions were identified: digital ethics and safety, digital engagement, digital resources, digital teaching and learning management, digital assessment, and empowering students. The TDCM was operationalized by creating the Teachers' Digital Competence Self-assessment Instrument (TDCSI), utilizing a self-perceived scale to measure teachers' digital competence. The selection of TDCSI questionnaire items was carried out using item analysis and exploratory factor analysis, followed by confirmatory factor analysis to construct a structural equation model and assess the reliability and validity of the instrument. The TDCSI comprises 24 items with a Cronbach's α of 0.937 and factor loadings ranging from 0.535 to 0.834, demonstrating a reasonable structure. This study provides valuable insights into digital competence, offering a practical instrument for measuring teachers' digital proficiency. The findings are poised to inform future research on digital competence, as well as support endeavors to enhance teacher training and professional development programs in the context of educational digital transformation.

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Data availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

a. This work was supported by China Scholarship Council.

b. We wish to confirm that there are no conflicts of interest associated with this publication and no influence from the funders of the study.

c. It is with great appreciation that I acknowledge Professor Christina (Stina) Krist at UIUC C&I for her guidance on this paper.

Author information

Authors and Affiliations

  1. College of Teacher Education, East China Normal University, Shanghai, 230061, China

    Lei Jiang & Na Yu

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  1. Lei Jiang
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Correspondence to Lei Jiang.

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Appendix

Appendix

Teachers' Digital Competence Self-assessment Instrument (TDCSI).

No

Dimension

Content

1

DSE1

I am capable of effectively protecting digital software and hardware (such as software updates, cache cleaning, personal computer maintenance)

2

DSE2

I am able to take effective measures to protect student data (such as exam scores, test content and response situations)

3

DSE6

I manage my digital identity online and only disclose personal information that I want others to know

4

DE1

I use different digital channels (such as phone calls, WeChat, and DingTalk) to enhance communication with students, parents, and colleagues

5

DE3

I am capable of solving common problems encountered in the use of digital technology (such as initial device setup, network connection, screen casting, etc.) by consulting others, reviewing user manuals, or searching online for information

6

DE4

I am able to use digital technology to engage in professional development (such as attending online training and research, and learning from online courses)

7

ES1

I create conditions for students to use digital technology (digital resources, software, hardware) to develop digital skills and literacy (such as searching, managing, and evaluating information) in their learning

8

ES2

I encourage students to use digital technology for communication and collaboration

9

ES3

I teach students how to use the internet safely and responsibly

10

ES4

I encourage students to solve problems encountered in the process of using digital technology

11

DR2

I select and use digital resources (such as documents, audio, video, and animation) to teach specific content based on teaching needs

12

DR3

I evaluate whether digital resources or teaching software are suitable based on student circumstances or teaching objectives

13

DR4

I adjust or integrate existing digital resources to support teaching practice

14

DR6

I classify, organize, and (or) back up digital resources for ease of use

15

DT4

I collaborate with students using interconnected digital devices (such as teacher and student tablets) to conduct course activities and enhance interaction with students

16

DT5

I try and develop new teaching models and methods (such as flipped classrooms)

17

DLM1

I am able to use digital technology to meet the different learning needs of students

18

DLM2

I ensure that all students have access to learning resources and participate in activities

19

DLM3

I use digital technology to support students' self-directed learning and enable them to plan, record, and reflect on their own learning

20

DLM4

I use digital technology to promote and enhance student collaboration (such as designing activities for students to collaborate on projects, using digital technology as part of collaborative tasks to promote communication, collaboration, and knowledge creation)

21

DA2

I use digital tools and platforms to adopt assessment methods other than tests and exams (such as having students draw concept maps, creating digital content, etc.)

22

DA3

I use digital evaluation tools to collect key information about student learning processes and outcomes

23

DA4

I use digital technology to provide targeted and timely feedback to students

24

DA5

I adjust teaching progress and strategies based on data generated by digital technology (such as exam scores, accuracy rates, and homework completion status)

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Jiang, L., Yu, N. Developing and validating a Teachers' Digital Competence Model and Self-Assessment Instrument for secondary school teachers in China. Educ Inf Technol 29, 8817–8842 (2024). https://doi.org/10.1007/s10639-023-12182-w

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