CONFIRMATORY FACTOR ANALYSIS OF INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPETENCY INDICATORS FOR PRIVATE TEACHERS IN THE DIGITAL ERA ON THE EAST COAST SOUTHERN SUB - REGION OF THAILAND
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Abstract
This article aimed to study the confirmatory factor analysis the factors and indicators of informations and communications technology (ICT) competency for private teachers in the digital era and develop the structural model the factors and indicators of ICT competency of private teachers in the digital era on the East Coast southern sub-region of Thailand and assess the congruence of the developed structural model with empirical data. The study was conducted by mixed methods and was divided into 2 phases. The first phase was to study the indicators of ICT competency of private teachers by analyzing and synthesizing documents, concepts, theories, and research related to ICT competency of teachers in educational institutions that will lead students to be able to keep up with technological changes in the digital era. The second phase was the research hypothesis assessment. Data was collected from a sample group of 270 school administrators. The instrument employed for data collection was a 5-level rating scale questionnaire with CVI, which was at 0.95, and the overall reliability value, determined from calculating Cronbach’s alpha coefficient, was at 0.97. The study found that 1) The ICT competency of private teachers in the digital era comprise 5 main factors, 15 sub-factors, and 54 indicators, classified as: Use of ICT in Teaching and Learning, consisting of 3 sub- factors and 9 indicators; Having Basic Knowledge of ICT, consisting of 3 sub-factors and 14 indicators; Using ICT in accordance with law, ethics, code of conduct, and safety, consisting of 3 sub-factors and 9 indicators; Data and Information management, consisting of 3 sub-factors and 12 indicators; Using ICT for self-development and professionalism, consisting of 3 sub-factors and 10 indicators. 2) The developed structural model on factors and indicators ICT competency for private teachers in the digital era. The model demonstrated a good fit with the empirical data ( = 93.05, df = 74, p = .07,
/df = 1.26). In addition, it was found that GFI = .96, AGFI = .93, CFI = .99, NFI = .95, RMSEA = .03, and RMR = .01.
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