A Model and Questionnaire of Professional Competencies of Iranian EFL Teachers at Public and Private Sectors and Its Relation with Their Students' Achievement

Autor/inn/en	Hosseinnia, Mansooreh; Ashraf, Hamid; Khodabakhshzadeh, Hossein
Titel	A Model and Questionnaire of Professional Competencies of Iranian EFL Teachers at Public and Private Sectors and Its Relation with Their Students' Achievement
Quelle	In: Interchange: A Quarterly Review of Education, 53 (2022) 3-4, S.551-568 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hosseinnia, Mansooreh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-022-09471-7
Schlagwörter	Models; Language Teachers; Teacher Attitudes; Academic Achievement; Teacher Competencies; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Factor Analysis; Personality Traits; Instructional Materials; Student Characteristics; Teacher Evaluation; Iran + Suchen Sie Ihr Suchwort? Analogiemodell; Language teacher; Sprachunterricht; Lehrerverhalten; Schulleistung; Lehrkunst; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Faktorenanalyse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teacher appraisal; Lehrerbeurteilung
Abstract	Teachers' professional competencies are essential abilities which assure the success of teachers in performing their responsibilities. The major purpose of the present study is to construct an EFL teachers' professional competencies Questionnaire in Iran and to examine the relationship between teachers' professional competencies and their students' achievement. With this aim, all the steps and stages of questionnaire development and validation were done. The scale consists of six main categories: personality factors, interpersonal factors, professional factors, factors related to teaching materials, learner factors, and assessment factors. The first draft of the scale consisted of 51 items. After employing Confirmatory Factor Analysis (CFA), it was revealed that the questionnaire consists of a high validity. Also, for having a better fit for model and construct validity, one item was omitted out of the first draft of the questionnaire because of having low loadings. In addition, according to the findings, there were positive significant relationships between all six sub-constructs of teachers' competencies and students' achievement. Finally, findings are discussed, and implications are presented in the context of English language teaching. The findings contribute empirical evidence to provide a framework for assessing and evaluating EFL teachers' competencies in their profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01