Measuring Teacher Digital Literacy in China: Development and Preliminary Validation of a Multidimensional Scale

This study aimed to develop and validate a Teacher Digital Literacy (TDL) scale tailored for Chinese educators operating in technology-rich environments. Drawing upon existing Western frameworks and integrating local cultural considerations, we constructed an initial 15-item instrument reflecting three core dimensions: technical skills, cognitive abilities, and emotional intelligence. Through a rigorous process comprising item generation, pilot testing, and exploratory and confirmatory factor analyses, we removed Item 15 due to low factor loading, resulting in a refined 14-item TDL scale. The final model demonstrated strong psychometric properties, including high internal consistency (Cronbach's a ≥ 0.90), robust factor loadings, and favorable goodness-of-fit indices (e.g., CFI, TLI, RMSEA). Further evidence of reliability was confirmed via split-half and test-retest analyses. Preliminary findings also suggested that teachers with higher TDL scores tend to achieve better instructional outcomes, underscoring the potential impact of digital proficiency on teaching effectiveness. The validated TDL scale offers educators, administrators, and policymakers a practical tool for evaluating and enhancing teacher digital literacy, thereby informing professional development strategies and guiding educational policy reforms in rapidly evolving digital learning contexts.