A questionnaire and model of role identity for iranian english language teachers: A structural equation modeling

Abstract

The aim of this study was to develop a questionnaire and to explore and confirm a model of teacher role identity among Iranian English language teachers in an EFL context. To achieve this aim, a questionnaire was developed and validated based on the literature, the theoretical framework, and the results of a qualitative study. The questionnaire was piloted and its reliability was estimated through Cronbach Alpha (0.87). The face validity of the questionnaire was guaranteed through questionnaire’s good lay out and five experts judged about its content validity. The construct validity of the questionnaire was met through factor analysis. Based on the results of the exploratory factor analysis, thirteen factors emerged under three main categories for Iranian EFL teachers’ role identity. After piloting the questionnaire, it was administered to 507 Iranian EFL teachers from different genders and educational contexts. A structural equation modeling (SEM) was performed on the data using AMOS 22 to test a model of Iranian English language teachers’ role identity in the confirmatory factor analysis. The initial results revealed a poor fit model; however, by eliminating three items from the questionnaire the model fit the data eventually.