The paper presents the study of the factor structure and reliability of a questionnaire designed to investigate in-service teachers’ perceptions and attitudes towards the use of digital technologies in teaching. The exploratory factor analysis in a sample of 165 teachers of different school grades revealed three factors consistent with the three theoretical constructs considered within the Technology Acceptance Model: perceived usefulness, perceived ease of use, and attitude. Each factor showed adequate reliability in terms of internal consistency and appropriate item total correlations. In future studies, further analyses can be carried out with regard to replicability and in the context of validation processes across different samples, methods and studies. Finally, as the instrument presented was used in the context of a training activity involving in-service teachers, which started before and took place during the COVID-19 pandemic, the results are presented concerning the differences found between before and after the training activity in the three variables considered.
