Psychometric Properties of a Test on Teachers' Beliefs about ICT Integration

Beteta M.A.C.; Domínguez F.I.R.; Rodríguez M.I.P. · Revista de Educación a Distancia (2022) · DOI: 10.6018/red.524401

Resumen

This study is part of a doctoral research that analyzes the relationship between socioemotional competencies (SEC) and the teaching beliefs of secondary school teachers in the integration of ICT. In this sense, the psychometric analysis of the CCRED: Teaching Beliefs Questionnaire was carried out. For this purpose, an ad hoc test was designed under the Classical Test Theory, taking into account international empirical research in the field of teaching beliefs. A total of 393 teachers from the seven Local Educational Management Units (UGEL) of Metropolitan Lima participated. The methodology included the determination of content and construct validity, as well as reliability by internal consistency. In addition, the influence of gender and years of service on these beliefs was analyzed. The results indicate that the test has optimal validity and reliability coefficients, and that years of service influence teaching beliefs, but not sex. Thus, we have a measurement instrument adapted to the Peruvian reality with the possibility of being extrapolated to other South American contexts to carry out diagnoses and define ICT training itineraries within the framework of the paradigm of teacher thinking.

Instituciones: Pontificia Universidad Católica del Perú