Structural Validity of the Professional Development Profile of the LoTi Digital-Age Survey

Abstract

The present study was used to examine the structural construct validity of the Professional Development Profile of the LoTi Digital-Age Survey, a measure of teacher instructional practices with technology in the classroom. Teacher responses ( N = 2,840) from across the United States were used to assess factor structure of the instrument using exploratory and confirmatory analyses. Parallel analysis suggests retaining a five-factor solution compared to the MAP test that suggests retaining a three-factor solution. Both analyses (EFA and CFA) indicate a revised factor structure, also known as the Professional Development Profile, of the survey. Two hypothesized factors were composed of items that did not cover or accurately measure the content of traits purported to be assessed. Problematic items, such as items with cross-loadings, are discussed and suggestions for item retention and conceptualization of the structure of the instrument.