Validity and reliability of TPACK self-efficacy scale of EFL high school teachers in inner Mongolia

This study investigated the validity and reliability of instruments measuring self-efficacy in Technological Pedagogical Content Knowledge (TPACK) among English as a Foreign Language (EFL) high school teachers and their self-efficacy level regarding TPACK implementation in their classrooms in Inner Mongolia, China. TPACK is a framework that integrates Technology Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK) for effective technology integration in teaching. The TPACK framework developed by Mishra and Koehler and built upon Shulman's concept of Pedagogical Content Knowledge (PCK) to provide a comprehensive framework that specifically addresses the role of technology in teaching. This study employed a quantitative approach, where the researchers administered a validated TPACK self-efficacy questionnaire to 437 EFL high school EFL teachers in Inner Mongolia. The TPACK self-efficacy scale consists of five items to measure EFL high school EFL teachers’ self-efficacy across the different components of TPACK, including Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), PCK, and TPACK. To evaluate the reliability of the instrument, Cronbach's alpha was used to measure its internal consistency. Factor analysis was conducted to explore construct validity by examining the underlying structure of the questionnaire. The findings revealed that Cronbach’s alpha (0.937) and Composite Reliability (0.937) exceeded the recommended threshold (0.7) for internal consistency, indicating reliable results. Additionally, Average Variance Extracted (>0.5) suggested the questionnaire effectively measured the intended construct. Descriptive analysis revealed a moderate level of self-efficacy (M = 2.98) among EFL high school teachers.