Development and Validation of the English Language Teacher Competencies Questionnaire

مطالعات زبان و ترجمه

Article 6, Volume 53, Issue 1, April 2020, Pages 167-195   

Document Type: Research Article

DOI: 10.22067/lts.v53i1.79165

Authors

Abolfazl Khodamoradi^* ; Mojtaba Maghsoudi

Department of English Language, Farhangian University, Tehran, Iran

Abstract

This study aimed at developing and validating a questionnaire for measuring Iranian English teacher competencies. Upon the survey of the literature, three constructs, and 42 sub-constructs were identified, and after examining the content validation by a group of expert panelists, the final questionnaire was developed with 36 su-bconstructs. Its reliability was then assured via test-retest method (r= 0.91), and split-half method (α= 0.92). The final questionnaire was filled out by an available sample of 305 graduates of English language. The data were gathered and both exploratory and confirmatory factor analyses were done. The results of the exploratory factor analysis indicated that only three factors of knowledge, skills, and attitudes can be extracted from the questionnaire. Moreover, the results of the confirmatory factor analysis showed that all regression and correlation coefficients among underlying latent variables were standard ones and the suggested model had acceptable goodness of fit index. Therefore, it is suggested that the proposed model of teacher competencies in the questionnaire is supported by both types of factor analyses.

Keywords

Validation; Teacher Competencies; Knowledge; Skill; Attitude

References

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