Abstract

This research aims to: 1) study the components and indicators of digital citizenship for private school teachers, and 2) examine the goodness-of-fit of the component model and indicators of digital citizenship for private school teachers. The sample consisted of 260 general private school teachers under the Office of the Private Education Commission in the Northeastern Region. The researchers determined the sample size using a 20:1 ratio of parameters and employed a multi-stage random sampling technique. The research instrument was a questionnaire for designed to develop components and indicators for enhancing digital citizenship among private school teachers, with an Index of Item-Objective Congruence (IOC) values ranging from 0.80–1.00, discriminative power measured using Pearson Product-Moment Correlation Coefficients ranging from 0.252–0.857, and reliability using Cronbach’s alpha coefficient (α) of 0.97 for the entire instrument. Data were analyzed using Confirmatory Factor Analysis (CFA).

Results: 1) The development of components and indicators for enhancing digital citizenship among private school teachers, based on synthesis of documents and related research, comprised 3 components: 1) Digital Literacy, 2) Digital Ethics, and 3) Self-Protection and Protection of Others, with a total of 10 indicators. 2) The examination of model fit for the components and indicators of digital citizenship enhancement among private school teachers showed consistency with empirical data: χ² = 43.093, df = 30, χ²/df = 1.436, p-value = 0.057, GFI = 0.960, CFI = 0.989, NFI = 0.964, RMR = 0.017, RMSEA = 0.047, indicating that this instrument can be used to assess digital citizenship among private school teachers.

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