Teachers’ digital competence is very significant in terms of integrating digital technologies into the education process. This study aims to develop an up-to-date scale that can determine the digital competencies required for teachers to acquire new skills that arise with the change and development of technology and use them in educational environments. A total of 695 teachers participated in the study. Exploratory and confirmatory factor analyses were used to examine the construct validity of the scale. To assess the discrimination index of the items, the lower 27% and upper 27% groups were determined, and the differences between the groups were examined. Internal consistency coefficients were calculated for the reliability analysis. According to the results of the analysis, the developed scale consists of six factors and 46 items, and the Cronbach Alpha coefficient of the entire scale is 0.975. The factors were identified as “Safety,“ “Data Literacy,“ “Problem Solving,“ “Digital Content Creation,“ “Communication and Collaboration,“ and “Ethics,“ respectively, according to the content of the items. When compared with the DigComp 2.1 framework developed by the European Union, it was determined that the ethical factor emerged differently in this study. As a result, it can be said that the Digital Competency Scale for Teachers is a valid and reliable scale that can be used to measure teachers’ digital competencies.

就将数字技术融入教育过程而言，教师的数字能力非常重要。本研究旨在开发一个最新的量表，该量表可以确定教师获得随着技术的变化和发展而产生的新技能并将其用于教育环境所需的数字能力。共有 695 名教师参与了这项研究。探索性和验证性因素分析用于检查量表的结构有效性。为了评估项目的辨别指数，确定了较低的 27% 和较高的 27% 组，并检查了组之间的差异。为可靠性分析计算了内部一致性系数。根据分析结果，制定的量表由6个因素46个项目组成，整个量表的Cronbach Alpha系数为0.975。根据项目的内容，这些因素分别被确定为“安全”、“数据素养”、“问题解决”、“数字内容创建”、“沟通与协作”和“道德”。与欧盟开发的 DigComp 2.1 框架相比，确定本研究中出现的伦理因素不同。因此，可以说教师数字化能力量表是一个有效、可靠的衡量教师数字化能力的量表。与欧盟开发的 DigComp 2.1 框架相比，确定本研究中出现的伦理因素不同。因此，可以说教师数字化能力量表是一个有效、可靠的衡量教师数字化能力的量表。与欧盟开发的 DigComp 2.1 框架相比，确定本研究中出现的伦理因素不同。因此，可以说教师数字化能力量表是一个有效、可靠的衡量教师数字化能力的量表。