چکیده:
Universities require highly qualified and committed instructors to carry out the significant tasks of educating the future generation of the society. The primary interest of this study was to explore the construct of teacher commitment to determine its dimensions and components and finally design EFL Teachers’ Professional Commitment Questionnaire. First, through a thorough analysis of the available literature as well as a semi-structured interview, the core dimensions and components were opted. Then, in the second qualitative phase, the researcher designed the early draft of a structured questionnaire which was handed into 25 experts. Content Validity Ratio was computed to ensure validity. Subsequently, the modified draft of the EFL Teachers’ Professional Commitment Questionnaire was designed and administered to 70 EFL university instructors to investigate the validity and reliability of the instrument employing Partial Least Squares Structural Equation Modeling. As a result, three dimensions of Commitment to Students, Commitment to Profession, and Commitment to University along with 10 components were confirmed. The practical implication of this study is a validated EFL Teachers’ Professional Commitment Questionnaire performing as an evaluative tool to assess the level of teachers’ commitment with respect to their commitment to students, university, and profession in the EFL academic context of Iran.
خلاصه ماشینی:
The primary interest of this study was to explore the construct of teacher commitment to determine its dimensions and components and finally design EFL Teachers’ Professional Commitment Questionnaire.
Subsequently, the modified draft of the EFL Teachers ’ Professional Commitment Questionnaire was designed and administered to 70 EFL university instructors to investigate the validity and reliability of the instrument employing Partial Least Squares Structural Equation Modeling.
The practical implication of this study is a validated EFL Teachers’ Professional Commitment Questionnaire performing as an evaluative tool to assess the level of teachers’ commitment with respect to their commitment to students, university, and profession in the EFL academic context of Iran.
Interestingly, the level of attempt and involvement exerted by the teachers in promoting a high quality of teaching are reflected by their commitment to work, school, students, and profession as separately pointed out in literature (Thien, Razak, & Ramayah, 2014).
Consequently, the factors, dimensions, and components influencing the level of commitment of teachers in schools and in the wider education systems must necessarily be the focus of an important field of research leading to the introduction of reform and change within classrooms, schools, institutions, learning centers, and national systems of education (Crosswell, 2006).
Similarly, many researchers such as Aghaei and Savari (2014), Naghipour, Galavandi, Alizadeh, and Ebrahim (2015) employed a standard questionnaire of Allen and Meyer (1990) to investigate teacher commitment in the educational context of Iran.