Developing a technological value-orientation perception scale for teacher candidates

ABSTRACT

The aim of this study was to develop a valid and reliable measurement tool to measure teacher candidates’ perception of technological value orientations. Design/Methodology/ It was conducted based on data from 400 teacher candidates for explanatory factor analysis (EFA) and 680 teacher candidates for confirmatory factor analysis (CFA) in the 2018–2019 academic year. Expert opinions were sought for the content validity and face validity of the scale as well as the EFA and CFA were conducted for construct validity. EFA yielded a three-factor solution consisting of 12 items that accounted for 53.17% of total variance. These factors were labeled as “Negative Impact on Friendship, Honesty, and Responsibility”, “Negative Impact on Overall Values”, and “Positive Impact on Access to Information and Benevolence“. Cronbach’s Alpha internal consistency coefficient of the scale was found to be 0.75. Besides, findings from the CFA indicated that Technological Value Orientation Perception Scale of Teacher Candidates is of adequate fit with 12 items under a three-factor construct. In addition, the convergent and discriminant validity results also supported the three-factor structure. This scale could of help researchers to measure the perception of prospective teachers about the impact of technology on value-orientations and to plan desired studies accordingly.

KEYWORDS:

• Values education
• technology
• teacher candidates
• validity and reliability

Disclosure statement

No potential conflict of interest was reported by the author(s).