Development and validation of the maker competency assessment tool for educators in Spanish and Mexican educational contexts

Maker education is increasingly implemented in schools to foster creativity, collaboration, and problem-solving. However, the assessment of teachers’ maker competency remains underexplored despite the availability of several conceptual frameworks. This study introduces and validates the Maker Competency Assessment Tool for Educators (MCATE), a questionnaire designed to measure primary and secondary school teachers’ self-perceived maker competency. A quantitative, cross-sectional study was conducted to develop and validate the instrument with 695 experienced primary and secondary school teachers from Spain and Mexico. The instrument was developed from existing frameworks and adapted through expert judgment and contextual validation. Exploratory and Confirmatory Factor Analyses supported a unidimensional structure of 16 items explaining 46.4% of variance. Reliability was high (α = 0.90; CR = 0.91), and concurrent validity was confirmed by a positive correlation (r = .62, p < .01) with the reported use of maker tools. The findings demonstrate that MCATE is a valid and reliable tool to assess teachers’ self-perceived maker competency. Beyond its practical application, this study contributes to the field by providing a psychometrically validated instrument specifically designed for teachers. Its use can inform teacher education, guide professional development initiatives, and support the integration of maker education into formal schooling.