Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service Teachers
This study validates a Spanish-language instrument designed to assess self-efficacy, digital competence, and anxiety in data-driven decision-making (DDDM) among pre-service teachers. Based on the 3D-MEA and the Beliefs about Basic ICT Competencies scale, the instrument was culturally adapted for Chi...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-06-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/7/789 |
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| Summary: | This study validates a Spanish-language instrument designed to assess self-efficacy, digital competence, and anxiety in data-driven decision-making (DDDM) among pre-service teachers. Based on the 3D-MEA and the Beliefs about Basic ICT Competencies scale, the instrument was culturally adapted for Chile and Spain. A sample of 512 participants underwent exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Given the ordinal nature of the data and the assumption of non-normality, appropriate estimation methods were utilized. Results supported a well-defined four-factor structure: Interpretation and Application, Technology, Identification, and Anxiety. Factor loadings ranged from 0.678 to 0.869, and internal consistency was strong (α = 0.802–0.888). The CFA confirmed good model fit (χ<sup>2</sup> (129) = 189.25, <i>p</i> < 0.001; CFI = 0.985; TLI = 0.981; RMSEA = 0.041; SRMR = 0.061). Measurement invariance was established across gender and nationality, reinforcing the validity of cross-group comparisons. The study is framed within an educational context aligned with socioformative principles and sustainable education goals, which support reflective and ethical data use. This validated tool addresses the lack of culturally adapted and psychometrically validated instruments for assessing DDDM competencies in Spanish-speaking contexts, offering a culturally and linguistically relevant instrument with strong internal consistency and a well-supported factor structure. It supports the design of formative strategies in teacher education, enabling the identification of training needs and promoting evidence-based pedagogical decision-making in diverse Hispanic contexts. Future studies should test factorial invariance across additional contexts and explore longitudinal applications. |
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| ISSN: | 2227-7102 |