Background. Nowadays, it’s important for the teacher to start welcoming the use of information and communication technology (ICT) in the learning process. There are several stages in the process of integrating ICT into the learning process of teachers, where the first and most fundamental is the attitude that teachers show toward the existence of ICT. This is supported by several studies that found attitude toward ICT as the most important factor to influence the ICT use by teachers in teaching and learning activities. When teachers have positive attitudes toward ICTs, teachers will integrate ICT in teaching and learning activities. Furthermore, teachers who have a positive attitude towards ICT will be more comfortable in using ICT in teaching and learning activities. Since it is important for a teacher to have positive attitude toward ICT, a test to measure teachers’ attitude toward ICT is needed, such as for selection and development purpose. This study aimed to construct a new and brief scale, namely teachers’ attitude towards ICT scale (TAICTS), which is reliable, valid, and has good items and norm.

Methods. Participants were secondary school teachers in Jakarta, Bogor, Depok, Tangerang, and Bekasi (N = 294) who filled out an offline questionnaire. Based on its type, TAICTS is included in the typical performance test. This scale is in the form of self-report that consists of 7 favorable items and 14 unfavorable items. The items were scored on a 6-point Likert scale, ranging from (1) strongly disagree to (6) strongly agree for the favorable items. The unfavorable items were reverse-scored. This research used Cronbach’s Alpha analysis for reliability analysis, convergent evidence, confirmatory factor analysis, and internal consistency for construct validity analysis, as well as corrected item-total correlation and proportion of endorsement for item analysis. Furthermore, expert judgement is performed to determine whether the items represent the attitude toward ICT construct.

Result. The result of the expert judgment stated that there are some items that need to be revised because there is an inappropriate use of the word that produce ambiguous meaning. The expert also said there are some redundant items. Furthermore, the results revealed that TAICTS have high internal consistency (α = 0,913). TAICTS was also found to be valid to measure attitude toward ICT through construct validity test with self-efficacy scale that is theoretically related with attitude toward ICT construct (r = 0,542, p < 0,01). TAICTS has goodness of fit with the existing theoretical models (RMSEA = 0,08; GFI = 0,86; CFI = 0,96). The result of the correlation between its total and each component score was significant. The scale consisted of 21 items with adequate item discrimination values (r  ≥ 0,2) and factor loading (λ ≥ 0,4). It indicates that items are able to discriminate teachers who have positive and negative attitudes toward ICT. However, it still has extreme PoE values. The scoring meaning of TAICTS used within group norms with scaled score method (M = 10; SD = 3).

Conclusions. This study aims to construct a new and brief scale, namely teachers' attitudes toward information and communication technology scale (TAICTS). In the process of test construction, the researcher had tested the reliability, validity, item analysis, and develop its norm. The test results indicate that the attitude toward information and communication technology scale (TAICTS) consisted of 21 items was reliable, valid, has good functioning items, and the score can be interpreted using the scaled score norm.

Added-Values. Most existing measuring tools measure only attitudes toward ICT in a general context, not specific to the context of teaching and learning activities. In fact, the particular context is essential in measuring attitudes, to be more accurate in predicting the behavior that will be raised by individuals.

Contribution to the society. Schools may use this scale to develop teacher competence especially in using ICT. Appropriate intervention based on the teacher’s score on the test may be implemented for teachers so they could develop a positive attitude and therefore, is more willing to apply the use of ICT in the learning process.

Keywords: Attitude; Information and Communication Technology; Teachers; Test Construction

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