Validation Instrumentation and Measurement of Technological Pedagogical Content Knowledge (TPACK) for Teachers

Abstract

The aim of this study was to develop and verify a questionnaire to evaluate the demand for technological pedagogical content knowledge (TPACK) measurement towards teachers, as there is a demand in the TPACK components domain to amplify their capability in education, such as technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. This study added two new components such as technological pedagogical content knowledge and contextual knowledge. Questionnaire verification was performed through literature review, and content verification was performed by experts, concluded by a factorial and reliability verification. The instrument was implemented with 400 teachers who teach Malay language subject at Secondary school in Malaysia. The verified questionnaire had eight components, and the dependability of the instrument was quantified using Cronbach’s alpha coefficient, with a scale comprising eight subscales: technological knowledge (.934), pedagogical knowledge (.963), content knowledge (.967), pedagogical content knowledge (.975), technological content knowledge (.966), technological pedagogical knowledge (.979), technological pedagogical content knowledge (.969), and contextual knowledge (.955). Eight components were analysed using confirmatory factor analysis (CFA) to determine the credibility of the structure. The results showed that the eight-factor variable model fits well and met the requirements of goodness of fit indices (>.90) and RMSEA (. The knowledge and teaching skills possessed by teachers will grow in line with their experience in national education arena. Therefore, the validation of instrumentation was to measure and determine the components of TPACK, which are technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical content knowledge and contextual knowledge for teachers.