Keyword: confirmatory factor analysis

ABSTRACT: Amid the post‑COVID‑19 expansion of e‑learning, this study developed and validated a survey instrument to assess e‑learning competencies among science and mathematics supervisors in Kuwait. After expert review using the Lawshe–Tristan method, an exploratory factor analysis on data from 345 supervisors confirmed an eight‑factor structure encompassing computer literacy, computer skills, educational planning, program design, pedagogical practice, assessment, professional development, and ethical/legal awareness. Confirmatory factor analysis produced an acceptable fit for teachers but a weaker fit for students, underscoring the need for further refinement. Cronbach’s alpha and McDonald’s omega coefficients indicated excellent internal consistency. Descriptive analyses revealed that male supervisors, those with advanced technology expertise and higher English proficiency, and those at intermediate or secondary levels scored higher across domains. The validated instrument is a valuable tool for diagnosing training needs and guiding e‑learning professional development in Kuwait and similar contexts. The instrument thus provides a psychometrically robust tool for assessing readiness to learn and highlights demographic differences that can be used to target professional development. The study concludes with a recommendation to conduct larger sample sizes and additional validation phases to refine the instrument further and improve its applicability in different educational contexts.