Abstract
Objectives This study was conducted to validate digital literacy assessment scale for elementary teachers, based on previous research, by constructing sub-domains and collecting items, and then verifying the validity and reli-ability of the scale.
 Methods A survey was conducted on 325 elementary school teachers from K, P, and A Cities for the research. To create the test questions, preliminary questions were developed by taking into account previous studies. Additionally, for data analysis purposes, the software packages SPSS 18 and Jamovi 2.3.21 were utilized.
 Results The results are as follows. First, content validity verification, exploratory factor analysis, and confirmatory factor analysis were conducted. Second, for reliability verification, item internal consistency was examined, re-sulting in the extraction of four sub-factors (Attitude, Skills, Execution, and Ethics) and 29 items.
 Conclusions By developing a measurement tool for digital literacy targeting elementary school teachers and ver-ifying its validity and reliability, this study can provide implications for enhancing elementary school teachers' digi-tal literacy competence by providing fundamental data.
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