Development and Validation of Teacher Emotional Support Scale: a structural equation modeling approach

Document Type : Research Paper

Authors

1 Associate Professor, Ilam university

2 MA Student, Ilam university

Abstract

Reviewing the literature indicated that no validated model was found that examine the extent to which teachers support their students emotionally in EFL classrooms. Therefore the present study elaborated on this issue through developing and validating a teacher emotional support scale in an Iranian English foreign language context. Main components of the scale have been specified based on Hamre and Pianta's (2007)theoretical framework. A large number of items were created primarily based on operational definitions of each component. After reviewing the items by a group of experts, the questionnaire was piloted and tested on a sample of 324 EFL teachers. Finally, the researchers evaluated the validity of the questionnaire through exploratory and confirmatory factor analysis.The results of the reliability of the questionnaire estimated through Cronbach’s alpha were 0.833. 17 items have been removed from analysis resulting in identifying 4 factors in exploratory factor analysis. The model was evaluated using AMOS 22 also indicated that the model was fit the data.the current study contributes to the field of English language education through designing and validating new instrument to assess teacher emotional support in EFL classrooms. Researchers and other practitioners who are involved in teaching English language can assess the extent to which teachers support students emotionally in similar pedagogical EFL context using this instrument. They also need to encourage teachers to improve their emotional skills by participating in teacher training courses.

Keywords


Article Title [فارسی]

توسعه و اعتبارسنجی مقیاس حمایت عاطفی معلم: رویکرد مدل‌سازی معادلات ساختاری

Authors [فارسی]

  • رضا خانی 1
  • فیان قاسمی 2
1 دانشیار، دانشگاه ایلام
2 دانشجوی کارشناسی ارشد، دانشگاه ایلام
Abstract [فارسی]

 مطالعه پیشینه تحقیق نشان داد که هیچ مدل معتبری که تا چه اندازه معلمان دانش‌آموزان خود را از نظر عاطفی در کلاس‌های آموزش زبان انگلیسی حمایت می‌کنند بسنجد یافت نشد. بنابراین، مطالعه حاضر با هدف توسعه و اعتبارسنجی یک مقیاس حمایت عاطفی معلم در یک کلاس زبان انگلیسی در ایران، بر این موضوع استوار است. اجزای اصلی مقیاس بر اساس چارچوب نظری(Hamre & Pianta, 2007)  مشخص شده است تعداد زیادی از آیتم‌ها عمدتاً براساس تعاریف عملیاتی هر مؤلفه ساخته شده‌اند. پس از بررسی آیتم‌ها توسط گروهی از کارشناسان، پرسشنامه توسط 324 معلم زبان انگلیسی مورد آزمایش قرار گرفت. در نهایت، محققان اعتبار پرسشنامه را از طریق تجزیه و  تحلیل عاملی اکتشافی و تأییدی ارزیابی کردند. نتایج پایایی پرسشنامه با استفاده از روش آلفای کرونباخ 0.833 برآورد شد. 17 ایتم از تجزیه و تحلیل حذف شده‌اند که منجر به شناسایی 4 عامل  در تحلیل عاملی اکتشافی شد. این مدل با استفاده از AMOS 22 مورد ارزیابی قرار گرفت و همچنین نشان داد که مدل متناسب با داده‌ها است. مطالعه حاضر در زمینه آموزش زبان انگلیسی از طریق طراحی و اعتبارسنجی ابزار جدید برای ارزیابی حمایت عاطفی معلمان در کلاس‌های آموزش زبان انگلیسی کمک می‌کند. محققان و سایر متخصصانی که در تدریس زبان انگلیسی مشغول به فعالیت هستند، می‌توانند میزان حمایت عاطفی معلمان از دانش‌آموزان را با استفاده از این ابزار آموزشی در زمینه آموزش زبان انگلیسی مشابه مورد سنجش قرار دهند. آنها همچنین نیاز دارند که معلمان را تشویق کنند تا مهارت‌های عاطفی خود را با شرکت در دوره‌های آموزش معلم بهبود بخشند.

Keywords [فارسی]

  • مقیاس حمایت عاطفی
  • معلمان زبان انگلیسی
  • رویکرد مدل سازی و معادلات ساختاری
  • روایی
  • پایابی
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