<![CDATA[Strengthening foundational literacy and numeracy in early childhood education (ECE) may depend partly on how principals lead digital change and how educators perceive technology, but, to our knowledge, no published instrument set measures these constructs together for Indonesian ECE. This pilot study developed draft versions of three actor-specific questionnaires: principals' digital leadership (46 items, six dimensions), educators' technology acceptance readiness grounded in the Unified Theory of Acceptance and Use of Technology and social cognitive theory (32 items, five dimensions), and educators' self-reported play-based literacy–numeracy practice (19 items, three dimensions). Items were written from the literature and reviewed by one specialist in play-based early childhood education. The drafts were administered to a convenience sample of eight practitioners in one Indonesian city (six principals and two educators), and aggregated responses per dimension were summarised as frequencies. Respondents used mainly the upper two categories of each four-point scale, and the lowest category was not selected; with only two educators, the educator results reflect the answers of two people. Because only the dimension-level recapitulation of responses was retained, item-level, reliability, dimensionality, and rating-scale analyses could not be conducted. The contribution is therefore a set of theory-based draft instruments, a conceptual model linking the three actors, and a validation plan comprising multi-expert content validation, cognitive interviews, item-level analysis, and Rasch analysis in a larger, multi-site sample.]]>
Copyrights © 2026
