Learning Management Systems (LMS) have become integral in higher education, serving as tools for course delivery, assessment, and communication. Despite global adoption, challenges persist in faculty usage due to technical, cultural, and institutional barriers. This study developed and validated a scale to measure university faculty members’ attitudes toward LMS use. A correlational descriptive research design employing survey methodology was adopted. A 20-item Likert scale was administered to participants, and data were analyzed using reliability and validity procedures, including item-total correlations, Cronbach’s alpha, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Results indicated acceptable reliability (α = 0.730) and revealed three latent factors: functional, individualistic, and institutional dimensions of LMS attitudes. The CFA supported the factor structure, with statistically significant model fit indices (p < .001). Findings suggest that faculty attitudes toward LMS are multidimensional and context-specific, shaped by perceived usefulness, ease of use, and institutional support. The validated scale offers a practical tool for assessing attitudes toward LMS and provides a foundation for future research on faculty digital adoption and pedagogical innovation.
Fae Mylene Etchon (2025) studied this question.