VALIDATION OF THE ARABIC VERSION OF TEACHER PROFESSIONAL DEVELOPMENT PRACTICES AND DIGITAL EDUCATION

Abstract Currently, it is essential to investigate the training requirements of teachers in Tunisia, including areas like classroom management, active learning methodologies, disciplinary strategies, and an increasing focus on educational technology. Numerous scholars have suggested that ongoing professional development serves as a critical approach to remedy the deficiency in pedagogical training for educators. Nevertheless, the data on this issue at the Tunisian Ministry of National Education remains somewhat scarce. Different theoretical frameworks aid in comprehending professional development, particularly those proposed by Borko (2004) and Uwamariya & Mukamurera (2005). Two distinct models are introduced: one focusingon development and the other on professional growth. Consequently, the key challenge is to grasp the methods and reasons behind the incorporation of professional development into teaching practices. Thus, it appears essential to analyze the strategies for professional advancement adopted within the educational field to gain a clearer insight into the associated challenges. The aim of this article is to craft a program titled “Teacher Professional Development and Educational Technology” (Gros, 2025) in Arabic, tailored for primary school instructors in Tunisia. The study involved 235 teachers from Tunisia, aged between 25 and 55 years. A confirmatory factor analysis (CFA) was conducted utilizing AMOS and LISREL software. Correlation coefficients and average variances were computed with the help of AMOS, LISREL, and Excel tools. The outcomes affirmed both the convergent and discriminant validity of the instrument used. The questionnaire's reliability was established through alpha coefficients, Cronbach's alpha, and McDonald's omega coefficient. Structural equation modeling indicated an appropriate alignment of the TPDET with a two-factor model. Analyses concerning validity and reliability demonstrated a high level of internal consistency among the factors. Considering its sound psychometric attributes, the Arabic version of the “Teacher Professional Development and Educational Technology” (Gros, 2025) can be utilized for research aimed at enhancing the knowledge and cognitive skills of Tunisian teachers within the framework of basic education.