Volume 14, Issue 1 (2023)
LRR 2023, 14(1): 113-143 |
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Amiri Shayesteh L, Baleghizadeh S. Construction and Validation of Iranian EFL Teachers’ Perceptions of Professional Development Questionnaire. LRR 2023; 14 (1) :113-143
URL: http://lrr.modares.ac.ir/article-14-60527-en.html
URL: http://lrr.modares.ac.ir/article-14-60527-en.html
1- Ph.D. in TEFL, Department of English Language & Literature, Faculty of Letters & Human Sciences, Shahid Beheshti University, Tehran, Iran
2- Associate Professor of TEFL, Department of English Language & Literature, Faculty of Letters & Human Sciences, Shahid Beheshti University, Tehran, Iran. ,s_baleghizadeh@sbu.ac.ir
2- Associate Professor of TEFL, Department of English Language & Literature, Faculty of Letters & Human Sciences, Shahid Beheshti University, Tehran, Iran. ,
Abstract: (1744 Views)
The present study aimed to develop our understanding of various aspects of EFL teachers’ perceptions of professional development in Iran using mixed-methods design. After a review of current literature and questionnaires, in the qualitative phase of the study, interviews were conducted with 12 EFL teachers and teaching experts. The data obtained from the interviews was subject to content analysis and the results revealed 4 major themes. In the quantitative phase, based on the findings of the qualitative phase and the supporting literature, a 74-item questionnaire was constructed and administered to 250 participants, after pilot testing and reviewing of the items. The quantitative data was analyzed through Exploratory Factor Analysis (EFA), Principal Component Analysis (PCA) and a 4-factor structure was identified. After modifications in the questionnaire, the final version of the questionnaire was administered again to the participants and Confirmatory Factor Analysis (CFA) confirmed the construct validity of the EFL TPPD questionnaire and the four components. The results revealed that professional development activities, benefits, needs and barriers are the major dimensions of Iranian EFL teachers’ perceptions of professional development. The proposed model can have theoretical and practical contributions to EFL teacher professional development.
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