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Estaji, Masoomeh, Shafaghi, Mohsen. (1397). Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire. سامانه مدیریت نشریات علمی, 7(2), 147-187. doi: 10.22054/ilt.2020.47348.433
Masoomeh Estaji; Mohsen Shafaghi. "Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire". سامانه مدیریت نشریات علمی, 7, 2, 1397, 147-187. doi: 10.22054/ilt.2020.47348.433
Estaji, Masoomeh, Shafaghi, Mohsen. (1397). 'Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire', سامانه مدیریت نشریات علمی, 7(2), pp. 147-187. doi: 10.22054/ilt.2020.47348.433
Estaji, Masoomeh, Shafaghi, Mohsen. Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire. سامانه مدیریت نشریات علمی, 1397; 7(2): 147-187. doi: 10.22054/ilt.2020.47348.433

Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire

Issues in Language Teaching
مقاله 6، دوره 7، شماره 2، اسفند 2018، صفحه 147-187    اصل مقاله (483.91 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2020.47348.433
نویسندگان
Masoomeh Estaji* 1؛ Mohsen Shafaghi2
1Associate Professor, Applied Linguistics, Allameh Tabataba'i University, Tehran, Iran
2Ph.D. Candidate, Applied Linguistics, Allameh Tabataba'i University, Tehran, Iran
چکیده
Teacher Evaluation (TE) is a critical and controversial process in the teaching profession and formal education system. Effective TE requires both sound policy implementation and efficient processes, affecting the efficiency of the education system. To present a framework for research and highlight the constructs of TE, this study developed and validated a teacher evaluation questionnaire. To this end, seven TE components were identified after undertaking a comprehensive review of the literature and conducting interviews with domain experts on TE. Then a draft version of the TE questionnaire, consisting of 105 items, was pilot tested with 330 teacher evaluators, who were working for various English language institutes in Iran. The results, using Exploratory Factor Analysis (EFA), led to a 90-item questionnaire with strong estimates of reliability and validity. The results also demonstrated that the questionnaire consisted of a six-factor structure of perception, method, system, content, purpose, and outcome of TE. The subsequent Confirmatory Factor Analysis (CFA) of the data from another 360 Iranian teacher evaluators, selected through convenience sampling, indicated that the six-factor structure of the questionnaire was statistically supported, meaning that the questionnaire’s detected constructs were not the result of random variance in the participants’ responses. The results of the study have presented a framework for research and highlighted the principles of teacher evaluation.
کلیدواژه‌ها
Confirmatory Factor Analysis؛ Exploratory Factor Analysis؛ evaluator’s perceptions؛ teacher evaluation؛ teacher evaluation systems
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تعداد مشاهده مقاله: 964
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