Psychometric validation of a digital instrument on Digital Teaching Competence in Catholic schools in Esmeraldas, Ecuador
Keywords:
Teaching digital competence, DigCompEdu, Psychometric validation, Educational web platform, Fiscomisional institutions, Ecuador.Abstract
The growing integration of digital technologies into learning environments requires teachers to develop knowledge and skills that go well beyond the basic operation of hardware and software. This paper describes the design and psychometric evaluation of a digital instrument intended for the self-assessment of such competences among teachers in fiscomisional educational institutions in Esmeraldas Province, Ecuador, using the European DigCompEdu framework as its conceptual foundation. Working within a quantitative, non-experimental, instrumental design paradigm, an online assessment platform was built, operationalising the six dimensions and 22 competences specified by the reference framework. Content validity was determined through Aiken's V coefficient (V > 0.85 for all items) drawing on the expert judgement of nine specialists in educational technology and research methodology. Internal consistency indicators yielded Cronbach's α = 0.936 and McDonald's ω = 0.941, placing both in the excellent category. Exploratory factor analysis, applied with principal component extraction and Varimax rotation to a sample of 187 teachers, corroborated a six-factor solution accounting for 73.4% of total variance, supported by KMO = 0.891 and a statistically significant Bartlett sphericity test (χ² = 2847.3; df = 231; p < 0.001). Results endorse the instrument as a valid, reliable, and contextually appropriate resource for profiling the digital competence of Ecuadorian teachers. Implications for the structure of continuing teacher professional development programmes and for institutional accreditation under CACES standards are examined.
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