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Development and Validation of a Teacher Autonomy Scale for Iranian EFL Teachers’ Capacity for Self-directed Professional Action | ||
| Iranian Journal of Applied Language Studies | ||
| دوره 16، شماره 2، دی 2024، صفحه 1-24 اصل مقاله (487.89 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2024.48227.2434 | ||
| نویسندگان | ||
| Mojgan Hosseini1؛ Minoo Alemi* 1؛ Zia Tajeddin2 | ||
| 1Department of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran | ||
| 2Department of English Language Teaching, Tarbiat Modares University | ||
| چکیده | ||
| 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 300 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. | ||
| کلیدواژهها | ||
| teacher autonomy؛ autonomy scale؛ capacity for self-directed professional action (CSDPA)؛ EFL teachers | ||
| مراجع | ||
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