Confirmatory Factor Analysis to Measure Teachers’ Emotional Scale in Digital Technology Classroom

Abstract

Digital technology is changing the educational landscape, requiring teachers to adapt to the changes. Integration of digital technology into the classroom requires teachers to master technology while handling various digital access. Teachers’ emotions are an important aspect that requires readiness to handle stress and adapt to the 21st-century learning environment. This research aims to conduct a confirmatory factor analysis to measure the scale of teach-ers’ emotions in digital technology classrooms. The research design used was a cross-sectional survey. The respondents were teachers of the Guidance and Counseling Study Program who were members of the in-service teacher education program at Universitas PGRI Adi Buana Surabaya for the 2023–2024 Academic Year, totaling 66 people with an average work period of five years. The research instrument used a scale of teacher emotions in the digital technology classroom consisting of 28 items with loading factor values between .598 and .846. Data analysis used CFA. The findings showed goodness of fit between the RMSEA, CMIN/DF, TLI, and CFI indices because they met four suitability criteria. The research contributes to developing a valid scale of teacher emotionality in technology classrooms. The implications of the research are to provide practical solutions for educational institutions and policymakers to better support teachers in navigating the emotional landscape in technology classrooms. At the same time, the limitations of the research lie in the small sample size and limited focus.