Frontiers in psychology · 2026
Psychometric validation of a digital literacy scale for physical education teachers in China.
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Wang Jiaheng, Zhang Xiaolin, Shao Qingju, Li Xuefang, Yang Yi, Wu Jingtao, Xue Feng
Аннотация
INTRODUCTION: Teacher digital literacy is increasingly important in technology-supported education, but subject-specific measurement tools for physical education remain limited. This study aimed to develop and psychometrically validate a digital literacy scale for physical education teachers in China.
METHODS: A cross-sectional survey was conducted with 836 physical education teachers. Guided by educator digital competence frameworks and movement-oriented teaching characteristics, an initial 25-item instrument was developed. Item analysis, reliability testing, exploratory factor analysis, confirmatory factor analysis, convergent validity analysis, and one-way analysis of variance were used to examine item quality, factor structure, reliability, construct validity, and differences across school levels.
RESULTS: The analyses supported a final 23-item, five-factor structure covering digital instructional design and implementation, digital resource development and integration, digital assessment and feedback, digital interaction and student empowerment, and digital professional development. Cronbach's alpha coefficients ranged from 0.923 to 0.968. Exploratory factor analysis explained 85.554% of the total variance. Confirmatory factor analysis showed acceptable model fit, with CFI = 0.958, TLI = 0.952, and RMSEA = 0.078. Composite reliability and average variance extracted values also supported convergent validity. No significant differences were found across school levels.
DISCUSSION: The scale provides a reliable and valid subject-specific tool for assessing physical education teachers' perceived digital literacy. It may support future research, teacher education, needs assessment, and professional development in technology-supported physical education.
METHODS: A cross-sectional survey was conducted with 836 physical education teachers. Guided by educator digital competence frameworks and movement-oriented teaching characteristics, an initial 25-item instrument was developed. Item analysis, reliability testing, exploratory factor analysis, confirmatory factor analysis, convergent validity analysis, and one-way analysis of variance were used to examine item quality, factor structure, reliability, construct validity, and differences across school levels.
RESULTS: The analyses supported a final 23-item, five-factor structure covering digital instructional design and implementation, digital resource development and integration, digital assessment and feedback, digital interaction and student empowerment, and digital professional development. Cronbach's alpha coefficients ranged from 0.923 to 0.968. Exploratory factor analysis explained 85.554% of the total variance. Confirmatory factor analysis showed acceptable model fit, with CFI = 0.958, TLI = 0.952, and RMSEA = 0.078. Composite reliability and average variance extracted values also supported convergent validity. No significant differences were found across school levels.
DISCUSSION: The scale provides a reliable and valid subject-specific tool for assessing physical education teachers' perceived digital literacy. It may support future research, teacher education, needs assessment, and professional development in technology-supported physical education.