Validation of a scale for measuring the adaptation of Peruvian university teachers to virtual academic settings.

Abstract

University teachers have had to adapt to the changes required by virtual education. The aim of this study is to adapt and validate the scale of adaptation to virtual academic media in Peruvian university teachers. The participants were 252 university teachers selected using purposive non-probability sampling. The instrument being adapted was the student adaptation to college questionnaire of Rodriguez-Ayan and Sotelo (2014), which consists of eleven items distributed across three dimensions. The content validity was studied by means of the judgement of twelve experts. We carried out exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and estimated the reliability using Cronbach’s alpha. Before calculating the Kaiser-Meyer-Olkin coefficient (0.916) and performing Bartlett’s test of sphericity (χ2 = 2571.3, p <0.001), we performed EFA. As a result, we found an underlying three-factor model, which was corroborated by CFA with satisfactory goodness of fit indexes (χ2 = 107.55, df = 37, χ2/df = 2.907; p = 0.000; RMR = 0.034; GFI = 0.943; AGFI = 0.899; CFI = 0.972; TLI = 0.959; NFI = 0.959; IFI = 0.973, and RMSEA = 0.077), and acceptable reliability (alpha = 0.897). The scale of adaptation to virtual academic settings shows evidence of validity and reliability and can be applied to Peruvian university teachers.