PHUMIPHAT RADUN ,PRAKITTIYA TUKSINO
DOI: https://doi.org/This study forms part of a broader investigation on the development of digital comp etency frameworks for teachers. The primary objective was to examine the structural validity and model fit of the digital competency components for educators using empirical data. A total of 400 in-service teachers were selected through multi-stage random sampling. The instrument utilized was a five-point Likert-type rating scale developed
based on operational definitions of digital competency. Content validity was verified by five domain experts, yielding item-objective congruence indices ranging from .80 to 1.00. The internal consistency reliability, calculated using Cronbach's alpha, was found to be .991. Data analysis involved both descriptive statistics and second-order confirmatory
factor analysis (CFA). The findings revealed that digital competency for teachers comprises six core components—professional engagement, digital resources, teaching and learning, assessment, learner empowerment, and enabling learners’ digital competence—with a total of 22 observed indicators. The model demonstrated good fit with the empirical data: χ² = 75.092 (df = 58, p = .065), CFI = .993, GFI = .986, AGFI = .978, RMSEA = .026, and SRMR = .024. Standardized factor loadings for the six components ranged from .494 to .740, and the loadings for individual indicators ranged from .874 to .974.
