The present study aims to develop a valid and reliable pedagogical literacy scale based on teachers’ views. It also aims to investigate the variations in pedagogical literacy levels of teachers based on gender, educational level, and professional seniority variables to test the functionality of the pedagogical literacy scale. The study was conducted with teachers employed in educational institutions at various levels in Malatya Province, Turkey. The exploratory factor analysis was conducted with 345 active teachers employed in Ye?ilyurt District in Malatya Province during the 2021-2022 academic year. Dynamic factor analysis (DFA) was conducted with 375 active teachers employed in Battalgazi District in Malatya Province during the 2021-2022 academic years, and the functionality of the scale was determined with 412 teachers employed in various districts in Malatya Province. In the study, the draft item pool included 37 items before the exploratory factor analysis. However, the experts suggested revision of three items and removal of four items, and the exploratory factor analysis (EFA) was conducted on 33 items. EFA results revealed that the scale included 4 factors in 25 total items. Confirmatory factor analysis (CFA) revealed that the 4-factor 25-item scale was acceptable based on excellent fit indices. The Cronbach Alpha coefficient of the scale that included 25 items and four factors was 901. The analysis was conducted to test the functionality of the scale and it was determined that the pedagogical literacy levels of the teachers were good. Furthermore, it was concluded that there were significant differences between the pedagogical literacy levels of the teachers based on gender, educational level and professional seniority variables.
Key words: Pedagogy, literacy, pedagogical literacy, pedagogical literacy scale.
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