Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation

Abstract

This study presents the Technological Pedagogical Readiness (TPR) scale, which aims to assess Chinese primary mathematics teachers’ readiness to integrate technology in primary mathematics education in China. Based on the Technological Pedagogical Content Knowledge (TPACK) and the Technology Acceptance Model (TAM) frameworks, TPR scale incorporates factors such as contextual influences, professional development, and community involvement. Through an online survey involving 554 primary mathematics teachers, the study utilizes exploratory and confirmatory factor analyses to create TPR scale and establish the scale’s validity and reliability, revealing strong factor loadings across its constructs. This analysis emphasizes the scale’s effectiveness in capturing the complexities of technology integration in educational settings. The research underscores the importance of considering internal teacher factors like TPACK and external contextual factors like institutional support to achieve successful technology integration. Although the focus of the study is on scale development and validation, its application provides valuable insights for developing comprehensive strategies that address individual and broader educational system competencies. The study’s findings suggest that TPR scale has wide-ranging applicability, making significant contributions to the global discourse on educational technology and serving as a valuable resource for future research, policy-making, and practice in enhancing technology integration across diverse educational contexts.