Readiness of teachers for blended learning: A scale development study

Abstract

The aim of this study is to create a new scale to assess teachers' readiness for blended learning. There are 317 active teachers volunteering in the study from various educational levels. Exploratory factor analysis was carried out to examine the construct validity of the scale with the data obtained. Following principal component analysis, 6 items were removed from the scale as they spread to different factors, and the remaining 25 items were refactored and grouped into 4 factors. Confirmatory factor analysis was carried out to confirm the factor structures of the scale. The obtained model confirmed the factor structure created in the exploratory factor analysis. Differences between the bottom and top 27% groups were investigated to evaluate item discriminability. For reliability analyses, internal consistency coefficients and stability analyses were performed. A five-point Likert scale with 25 items is used to assess how prepared the teachers are for blended learning. The items are categorized into four factors. The scale's Cronbach alpha coefficient value is 0.943 and McDonald’s ω value is .942. Analyses demonstrate that the scale is a valid and reliable tool for assessing teachers' readiness for blended learning.