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, (2022) 3-4, S.551-568Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-5230
DOI	10.1007/s10780-022-09471-7
Schlagwörter	Professional competencies; Personality factors; Interpersonal factors; Professional factors; Factors related to teaching materials; Learner factors
Abstract	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.
Erfasst von	OLC
Update	2023/2/05