An initial development and validation of a Chinese technology teachers’ attitudes towards technology (TTATT) scale

Pupils’ attitudes towards technology have been widely discussed for over three decades, but the equally important topic of teachers’ attitudes towards technology has not gained similar attention. To address this gap, the technology teachers’ attitude towards technology (TTATT) scale was developed and validated by pilot testing with 140 Chinese high school general technology teachers. The theoretical framework of the TTATT scale was based on the tripartite model of teachers’ attitude towards science, resulting in 23 test items. The results of reliability analysis demonstrated the TTATT scale is reliable with this sample of Chinese technology teachers, and the results of exploratory factor analysis and confirmatory factor analysis indicated that the seven-dimension TTATT scale is consistent with hypothetical theoretical constructs. The seven dimensions are: relevance, difficulty, gender beliefs, enjoyment, anxiety, self-efficacy, and context dependency. The findings demonstrated that the TTATT scale is based on a sound conceptual foundation, and has good construct and factorial validity. The study advances the definition of attitude towards technology and provides a good template for developing a new attitude scale in different discipline contexts.