خلاصة:
This study reports on the development and validation of a
questionnaire for exploring the different types of EFL teachers’
possible selves. First, a theoretical framework behind possible selves
theory and its types was cultivated through an extensive review of the
related literature and content analysis of 24 transcribed semistructured
interviews with ELT experts. Second, the questionnaire
was developed and validated through collecting three types of
evidence: content, reliability and construct. Content validity was
insured by submitting the questionnaire to expert judgment, and
Cronbach’s alpha was checked to measure the internal consistency
reliability of the scale and its subscales. Finally, confirmatory and
exploratory factor analyses as well as SEM were used to estimate the
construct validity of the instrument administered to 380 EFL
teachers. The results indicated that the questionnaire was both a
valid and reliable measure of EFL teachers’ possible selves and the
resultant model hypothesized based on the data collected from the
questionnaire enjoyed acceptable fitness indices. The model of EFL
teachers’ possible selves (L2 selves) consists of four types including
ideal, ought-to, actual and feared selves. The paper is concluded by
presenting the different senses of selves within each type which
together constitute the whole model of L2 self-development and how
the model can be used in future studies.
ملخص الجهاز:
Keywords: construct validation, EFL teachers, possible selves, model development Among the different characteristics of second language teachers, identity development can be considered as one of the most complicated issues within the domain of applied linguistics, as learning and then deciding to teach a foreign language bring about significant changes in Received: 28/03/2018 Accepted: 18/09/2018 the value system one holds which, in turn, might result in their identity changes (Johnston, 2008).
Day, Kington, Stobart, & Sammons (2005) state that educational researchers should give emotional or personal identities of teachers more importance and value in order to have a better understanding of different aspects of teaching including teacher motivation, job commitment and satisfaction.
Therefore, the present study attempts to analyze EFL teachers’ self structure by taking advantage of the principles of possible selves theory and self-discrepancy theory which were similarly adopted by Dornyei and Ushioda (2009) to develop L2 motivational self system to better describe EFL learners’ self and identity and also by Kubanyiova (2009) to describe the process of teacher development.
Method This study was conducted to develop a questionnaire for exploring the different types of EFL teachers' possible selves.
The Main Study Next, to further check the construct validity of the newly developed the L2-self questionnaire with 74 items in terms of its underlying components and the distribution of items under each factor, the instrument was given to 380 English language teachers teaching in different teaching contexts, and then both exploratory and second-order confirmatory factor analyses were run on the collected data.