Designing and Validating the Sources of EFL Teacher Apprehension Scale (STAS)

Autor/inn/en	Ghanizadeh, Afsaneh; Goldast, Ghazaleh; Ghonsooly, Behzad
Titel	Designing and Validating the Sources of EFL Teacher Apprehension Scale (STAS)
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 6, S.495-508 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-020-00501-5
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; Teacher Attitudes; Test Construction; Test Validity; Classroom Techniques; Institutional Characteristics; Test Reliability; Teacher Burnout; Correlation; Anxiety + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Testaufbau; Testvalidität; Klassenführung; Testreliabilität; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Korrelation; Angst
Abstract	The purpose of the present study was to design and validate a scale for measuring the sources of English as a foreign language (EFL) teachers' apprehension (STAS). To design the scale, the data generated from a triangulated qualitative research (Goldast and Ghanizadeh forthcoming) was employed. The model incorporated four factors, including altitudinal, organizational, L2-related factors, and classroom management. A 35-item scale on a 5-point Likert scale was developed. The designed scale was distributed among 198 EFL teachers both from language institutes and schools. A confirmatory factor analysis (CFA) using Lisrel 8.5 statistical package was run. Implementing the modifications resulted in a refined version of the scale comprising 33 items and four factors (L2-related problems, attitudinal factors, classroom management, and organizational factors). It exhibited acceptable reliability and validity indices. To further validate STAS, its association with a highly related construct, i.e., teacher burnout was probed. A model was proposed containing teacher apprehension and teacher burnout. The model was tested via structural equation modeling (SEM). The results demonstrated that the model had a good fit with the empirical data. It was also found that EFL teachers' apprehension positively and significantly influenced teacher burnout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01