| Summary: | There is a consensus among researchers and educators that teachers need
to be well prepared to improve the quality of education and students’
learning. Nevertheless, little attempt has been made to implement the
trends in teachers’ quality assurance (TQA) in the field of language
education. To overcome this gap, the researchers developed a
questionnaire on English as a Foreign Language (EFL) teachers’ quality
assurance to underscore the role of TQA as a valuable part of teachers’
professional knowledge. First, the researchers developed 51 items based
on a thorough review of the literature on TQA and interviewing 10 TEFL
university professors. Next, the 51-item questionnaire was reviewed and
revised based on the university professors’ comments. Then, 52 EFL
teachers, who were selected based on convenient sampling, answered the
questionnaire in the piloting phase. Subsequently, after refining the items,
207 EFL teachers chosen through convenient sampling responded to the
revised questionnaire. Cronbach’s alpha and exploratory factor analysis
were applied to evaluate the reliability and construct validity of the
questionnaire, respectively. The results showed that the items loaded on
four components, which were named as “skills and knowledge, students’
learning and classroom management, working collaboratively, and
students’ needs and feelings”. The good results of the reliability and
construct validity of the questionnaire imply its potential use to evaluate
TQA consistently. Moreover, the EFL teachers’ high agreement with the
questionnaire items showed their awareness of the importance of TQA.
The findings of this study can offer insights to second language teachers
and teacher educators.
|
|---|
