Development and validation of a survey instrument to measure teacher educators’ educational technology integration in developing countries

Misganaw Tadesse Woldemariam; Amanuel  Ayde Ergado; Worku Jimma

doi:10.25304/rlt.v33.3487

Misganaw Tadesse Woldemariam Department of Information Science, Jimma University, Jimma, Ethiopia; and Department of Information Technology, Bonga College of Education, Bonga, Ethiopia https://orcid.org/0000-0001-9906-3009
Amanuel Ayde Ergado Department of Information Science, Jimma University, Jimma, Ethiopia https://orcid.org/0000-0001-8095-0089
Worku Jimma Department of Information Science, Jimma University, Jimma, Ethiopia https://orcid.org/0000-0001-7330-4054

DOI: https://doi.org/10.25304/rlt.v33.3487

Keywords: educational technology, instrument development, college of teacher education, factor analysis, Ethiopia

Abstract

This study developed and validated an instrument for measuring teacher educators’ (TEs’) educational technology (EdTech) integration in Ethiopian colleges of teacher education (CTE), filling a gap in context-specific tools. The instrument was developed using an established theoretical framework, following a six-step process including instrument design, expert review and psychometric evaluation with 126 TEs. Exploratory factor analysis (EFA) identified a 13-factor structure, which converged into a 12-factor (58 items) structure with 80% explained cumulative variance. Confirmatory factor analysis revealed strong internal consistency (α/CR > 0.7), convergent validity (Average Variance Extracted [AVE] > 0.5; factor loadings > 0.6, p < 0.001) and discriminant validity (Heterotrait-Monotrait ratio [HTMT] < 0.85). The tool demonstrated an acceptable fit (comparative fit index [CFI] = 0.94, Tucker-Lewis index [TLI] = 0.93, chi-square/degrees of freedom = 3.1), although root mean square error of approximation (RMSEA 0.13) and standardised root mean square residual (SRMR 0.13) slightly exceeded thresholds. Despite minor fit limitations, robust reliability, validity and contextual grounding confirm its utility for assessing EdTech integration in resource-constrained settings. This study underscores the instrument’s potential to inform evidence-based pedagogical practices, institutional policy reforms and cross-cultural research in teacher education. By bridging theoretical and practical gaps, this work contributes a validated tool tailored to the socio-technical realities of developing nations, offering stakeholders a scalable framework to assess EdTech integration in teacher training.

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Author Biographies

Misganaw Tadesse Woldemariam, Department of Information Science, Jimma University, Jimma, Ethiopia; and Department of Information Technology, Bonga College of Education, Bonga, Ethiopia

Misganaw Tadesse is currently a PhD candidate in Information Science at Jimma Institute of Technology, Jimma University. He has over a decade of experience in teacher education. His research interests centre on technology integration in education, educational data mining, data driven decision support systems in education, and artificial intelligence applications in educational settings.

Amanuel Ayde Ergado, Department of Information Science, Jimma University, Jimma, Ethiopia

Dr. Amanuel Ayde is an Assistant Professor at Jimma Institute of Technology, Jimma University, with over a decade of experience in higher education. His research focuses on knowledge management systems, ICT integration in higher education, and e-learning frameworks aimed at enhancing educational accessibility.

Worku Jimma, Department of Information Science, Jimma University, Jimma, Ethiopia

Dr. Worku Jimma is an Associate Professor and Postgraduate Director at Jimma Institute of Technology, Jimma University, with over a decade of experience spanning teaching, research, and community engagement. His research explores knowledge and information management systems, health informatics innovations, and the preservation of indigenous knowledge through information architecture. As Postgraduate Director, he leads initiatives to advance interdisciplinary research and academic excellence in technology-driven fields.

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