A Factor Analysis of Competencies in Information and Communication Technology of Science Teachers Under The Uthaithani Primary Educational Service Area Office

Abstract

This study aimed to analyse the confirmatory factor structure of information and communication technology (ICT) competency among science teachers under the Uthai Thani Primary Educational Service Area Office. A quantitative research methodology was used. The sample comprised 500 science teachers selected through multistage sampling. The researcher developed a 77-item instrument using a five-point Likert rating scale. The instrument was validated by experts for content validity, and the content validity ratios for individual items ranged from 0.60 to 1.00, with item discrimination indices ranging from 0.44–0.92. The reliability coefficients, calculated using Cronbach’s alpha, ranged from 0.97–0.99. Data were analysed using confirmatory factor analysis (CFA) through statistical software, which indicated that the model demonstrated a good fit with the empirical data. The chi-square statistic was 107.331 with 98 degrees of freedom (p = 0.244), indicating good fit. The fit indices also indicated an excellent model fit, with a Tucker-Lewis Index (TLI) of 0.998, a Comparative Fit Index (CFI) of 0.999, a standardised root mean square residual (SRMR) of 0.022, and a Root Mean Square Error of Approximation (RMSEA) of 0.015. Among the factors, the highest factor loading was found in the knowledge component (0.940), followed by the skills component (0.896) and the attitude component (0.708), all of which were statistically significant at the .01 level. Future research should test the model in other contextually diverse regions and across different grade levels and investigate emerging variables relevant to contemporary ICT competencies.