Design and Validation of the Competency Model for Technology Teachers in Elementary School

Amirsabzipour, Amir; Karamoz Mahmodabi, Mahdiyeh

doi:10.48310/itt.2026.21057.1214

Design and Validation of the Competency Model for Technology Teachers in Elementary School

Document Type : Original Research

Authors

¹ Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran

² Master of Science in Educational Psychology, Ferdowsi University, Mashhad, Iran

10.48310/itt.2026.21057.1214

Abstract

Background and Objectives: The present study was conducted with the aim of designing and validating the model of technological teacher competencies in elementary school. Methods: This study was applied in terms of its purpose and was conducted in a qualitative-quantitative manner in terms of its nature and data collection method. In the qualitative part, content analysis of semi-structured interviews with 15 educational technology experts, educational science professors, and elementary school teachers was used, and the dimensions and components of technological teacher competencies were identified using the purposeful and snowball method. In the quantitative part, the resulting model was validated through a researcher-made questionnaire. The statistical population included 43,500 elementary school teachers in Kerman province, of whom 380 were selected by stratified random sampling. The validity of the instrument was examined through expert opinion, calculation of CVR and CVI indices, and confirmatory factor analysis, and its reliability was confirmed with Cronbach's alpha and composite reliability. Qualitative data were analyzed using a data-driven approach and quantitative data were analyzed using exploratory and confirmatory factor analysis and structural equation modeling using Smart-PLS software. Findings: The results showed that five main dimensions were identified for technology teacher competence: technological (technical) competencies, pedagogical (educational) competencies, management competencies in the digital environment, ethical and media literacy competencies, and communication and interaction competencies. The adjusted coefficient of determination (R²) for the overall technology teacher competence was 0.47, and all relationships between dimensions and overall competence were reported to be statistically significant.

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