en Educational Studies پژوهشي Original <div style="text-align: justify;"><span style="color:#669933;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><strong>Objective: </strong>Given the absence of standardized tools for assessing online teaching literacy, this study aimed to validate an <em data-end="271" data-start="224">Online Teaching Literacy Questionnaire (OTLQ)</em> designed for online educators. The primary objective was to examine the reliability and validity of the OTLQ as an instrument to measure online teaching literacy among online professors.<br> <strong data-end="491" data-start="479">Methods: </strong>This descriptive-survey and evaluative research followed an instrument-development approach. The study sample consisted of <strong data-end="642" data-start="617"><span style="font-weight:normal">345 online professors</span></strong>, selected through random sampling. Participants completed the Online Teaching Literacy Questionnaire. The instrument&rsquo;s <strong data-end="774" data-start="762"><span style="font-weight:normal">validity</span></strong> was evaluated through <strong data-end="817" data-start="797"><span style="font-weight:normal">content validity</span></strong><b>, </b><strong data-end="856" data-start="819"><span style="font-weight:normal">exploratory factor analysis (EFA)</span></strong><b>,</b> and <strong data-end="900" data-start="862"><span style="font-weight:normal">confirmatory factor analysis (CFA)</span></strong><b>. </b><strong data-end="917" data-start="902"><span style="font-weight:normal">Reliability</span></strong> was assessed using <strong data-end="957" data-start="937"><span style="font-weight:normal">Cronbach&rsquo;s alpha</span></strong> and <strong data-end="977" data-start="962"><span style="font-weight:normal">test&ndash;retest</span></strong> methods.<br> <strong data-end="1000" data-start="988">Results: </strong>Findings from factor analysis indicated that the factor structure demonstrated an acceptable fit with the data, and all <strong data-end="1150" data-start="1123"><span style="font-weight:normal">goodness-of-fit indices</span></strong> supported the proposed model. Reliability analyses revealed <strong data-end="1231" data-start="1211"><span style="font-weight:normal">Cronbach&rsquo;s alpha</span></strong> and <strong data-end="1264" data-start="1236"><span style="font-weight:normal">test&ndash;retest coefficients</span></strong> above 0.70, indicating strong internal and external consistency.<br> <strong data-end="1347" data-start="1331">Conclusions: </strong>The results confirm that the Online Teaching Literacy Questionnaire possesses satisfactory psychometric properties. It can therefore be considered a valid and reliable instrument for measuring online teaching literacy among online educators.</span></span></span></span></div> Online teaching literacy, Reliability, Validity, Online educators, Factor analysis 0 0 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-470-1&slc_lang=en&sid=1 Somayeh Khodarahmi skh1361@pnu.ac.ir 0000-0002-2976-7366 Yes Assistant Professor, Department of Education, Payame Noor University(PNU), Tehran, Iran. Toraj Hassanirad thasanirad@pnu.ac.ir 0000-0002-2148-0148 No Assistant Professor, Department of Education, Payame Noor University(PNU), Tehran, Iran. Nooshafarin Safari n_safari@pnu.ac.ir 0000-0001-5646-5219 No Assistant Professor, Department of Education, Payame Noor University(PNU), Tehran, Iran. Hossein Hafezi h.hafezi@pnu.ac.ir 0000-0001-9408-0301 No Assistant Professor, Department of Education, Payame Noor University(PNU), Tehran, Iran.