Development and Validation of a Teacher Autonomy Scale for Iranian EFL Teachers’ Capacity for Self-directed Professional Action

Publish Year: 1403
نوع سند: مقاله ژورنالی
زبان: English
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JR_IJALS-16-2_001

تاریخ نمایه سازی: 4 آبان 1403

Abstract:

Teacher autonomy (TA), including its conceptualization and multidimensionality, has received increasing attention in the past two decades. Notwithstanding many attempts to measure TA, teachers’ capacity for self-directed professional action (CSDPA) has remained under-researched. To address this gap, this article delved into the status of English as a foreign language (EFL) teachers’ CSDPA by developing and validating a questionnaire based on TA literature and semi-structured interviews with teachers. Employing exploratory factor analysis (EFA), the factor structures of ۳۰۰ Iranian EFL   teachers’ responses were examined in terms of their CSDPA. The analysis results yielded five factors regarding teachers’ CSDPA, including their capacities for self-directed instructional and curricular activities, self-directed institutional actions, self-directed teacher learning activities, self-directed assessment and collegial negotiation activities, and self-directed relational and ethical actions. The research outcomes suggest implications for language teachers, institute principals, and teacher educators to attend to teachers’ autonomy as a key feature of their professional action.

Keywords:

teacher autonomy , autonomy scale , Capacity for self-directed professional action (CSDPA) , EFL Teachers

Authors

Mojgan Hosseini

Department of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran

Minoo Alemi

Department of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran

Zia Tajeddin

Department of English Language Teaching, Tarbiat Modares University

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