Confirmatory Factor Analysis of Enhancing Information Technology Competence in the Performance of Duties of Teachers in Secondary Schools under the office of the Basic Education Commission in the Educational Inspection Region No. 11
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Abstract
This article aimed to study the confirmatory factor analysis of enhancing information technology competence in the performance of duties of teachers in secondary schools under the Office of the Basic Education Commission in the Educational Inspection Region No. 11. This study was quantitative research using the concept of factor analysis as a research framework. The research area was a secondary school under the Office of the Basic Education Commission in the Educational Inspection Region No. 11. The sample consisted of 385 teachers using multi-stage sampling. One research tool was a questionnaire on the current state of information technology competence in the performance of duties of teachers in secondary schools under the Office of the Basic Education Commission in the Educational Inspection Region No. 11. The data were then analyzed using the AMOS 24.0 program.
The research results could be summarized as follows: The model was consistent with the empirical data. Considering that Chi-square = 5.79 and df = 4, the probability was 0.221, indicating that the Chi-square was not significantly different from zero. The goodness of fit index (GFI) was 1.0 and the adjusted goodness of fit index (AGFI) was 0.99. The factor loading as a standard score of the variables could be observed in the information technology competency model of teachers in secondary schools. All were positive at 0.34 to 0.87 and were statistically significant at the .05 level. The variables with factor loading, ranked highest to lowest, were psychomotor domain, affective domain, and cognitive domain. The variables with factor loading, ranked highest to lowest, were psychomotor domain, affective domain, and cognitive domain. In terms of skills (S), teachers were strongly required to have skills or abilities.
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