Diwakar Prahaladaiah I suggest for you to develop your own questionnaire tool or instrument, considering the culture of your intended respondents, and pilot test it for validity and reliability during the first semester of the schoolyear. If results are valid and reliable, then utilize it as your questionnaire tool or instrument for your research study during the second semester. I would recommend to use a mixed-methods research method to conduct this research study, which will be more interesting to experience as a researcher of this significant research work. Best to you!

This is done by preparing a five-alternative Likert scale based on similar or close scales to the topic after specifying the areas of the scale.

To measure the impact of Information and Communication Technology (ICT) on the teaching competency of teacher educators, a meticulously crafted questionnaire is imperative. This instrument should encompass distinct constructs, including ICT proficiency, pedagogical integration of ICT, perceptions of ICT effectiveness, and overall teaching competency. Likert-scale items should gauge the frequency of ICT utilization in teaching, levels of confidence in ICT tool implementation, and perceived benefits of ICT on teaching effectiveness. Open-ended inquiries should delve into specific experiences with ICT integration, encountered challenges, and recommendations for enhancement. Demographic variables such as age, educational background, and teaching tenure should be included to contextualize responses. Validity and reliability are paramount. Content validity should be confirmed via expert evaluations to ensure item representativeness. Construct validity should be established through correlation with established measures of teaching competency and ICT proficiency, while criterion validity should be assessed by comparing responses with external criteria like student performance outcomes. Reliability should be assessed through test-retest reliability and internal consistency via Cronbach's alpha coefficient analysis to ensure consistent measurement of underlying constructs. In essence, a rigorously designed questionnaire, bolstered by validity and reliability assessments, is indispensable for accurately gauging the impact of ICT on the teaching competency of teacher educators.

Check: DigComp - European Commission (europa.eu) https://joint-research-centre.ec.europa.eu/digcomp_en OR SELFIE for teachers https://education.ec.europa.eu/selfie-for-teachers

There are several more self-assessment tool digital competence, just Google...

I agree with Mats Brenner . There are numerous frameworks out there that attempt to detail the competencies/knowledgeskills/attitudes etc. that teacher educators (and teachers) need. It is possible to choose one framework, adapt it to the local context if suitable (as suggested by Zoncita Del Mundo Norman ), and base a survey tool on the framework (see e.g., Article What should teacher educators know about technology? Perspec...

Article Integrating ICT into teacher education programs from a TPACK...

You can also use ABC-course design for identify areas of competences: ABC LD toolkit 2018 | UCL abc-ld https://blogs.ucl.ac.uk/abc-ld/home/abc-ld-toolkit/

Your research objectives will determine the item of questions to be asked in your questionnaire.

It is advisable to have a self-designed questionnaire. Though, you may adapt some questions item from previous studies, if those questions relate with your study.