Development of an Instrument to Measure Artificial Intelligence Technological Pedagogical Content Knowledge (AI-TPACK) Competencies of Secondary School Teachers in Phitsanulok Province
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Abstract
This research presents the development of an instrument to measure the Artificial Intelligence Technological Pedagogical Content Knowledge (AI-TPACK) competencies of secondary school teachers in Phitsanulok province. A Situational Judgment Test (SJT) format was applied to overcome the limitations of traditional self-report measures and assess professional judgment in real-world scenarios. Data were collected from a sample of 405 secondary school teachers selected through multi-stage random sampling. The developed instrument consisted of 4 main components and 16 behavioral indicators, totaling 45 items utilizing a 4-level rubric scoring system. The quality examination revealed that all items exhibited discrimination power greater than 0.20, and the overall internal consistency reliability was high at 0.917. Furthermore, the Second-Order Confirmatory Factor Analysis (CFA) confirmed strong construct validity and an excellent fit with the empirical data (Chi-square = 105.743, df = 86, p-value = 0.073, CFI = 0.992, TLI = 0.989, RMSEA = 0.024, SRMR = 0.028). Local norms were established using normalized T-scores, categorizing competencies into five levels. The assessment showed that the majority of secondary school teachers possessed a moderate level of AI-TPACK competency (40.25%), followed by high (25.68%) and low (23.70%) levels. This research provides a standardized measurement tool and essential information for planning teachers' professional development in the artificial intelligence era.
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