Realization and Development of the English Language Teachers’ Pedagogical Competence: A Principal Component Analysis

The present study aimed at realizing and developing a scale and a model of English language teachers’ pedagogical competence (ELTPC). By reviewing the related literature and adapting Thomas’s (۱۹۸۷) langugae teacher competence, TESOL (۲۰۱۰) standards of professional EFL teachers, and teaching skills and model of pedagogical competence developed by Olsson, Martensson, and Roxa (۲۰۱۰) resulted in a ۵-point Likert scale questionnaire consisting of seven constructs, namely preparation, management, teaching, subject mastery, assessment, attitude, and belief with ۸۷ variables. The questionnaire underwent the scrutiny of experts’ opinion and reliability estimates, which resulted in an instrument of ۶۰ variables for the constructs. Next, the constructs were validated with ۳۲۰ high school English teachers through a principal components analysis carried out via exploratory factor analysis. The result showed the constructs enjoyed high factor loadings, and with seven variables removed from the questionnaire, a ۵۳-variable scale was developed. Finally, a model was developed based on the seven-construct questionnaire of ELTPC. The researcher hopes that English teachers and the educational system monitor, assess, and improve the quality of teaching based on the developed scale and model of ELTPC

کلیدواژه ها:

Pedagogical competence ، English language teachers ، teacher education ، exploratory factor analysis ، principal components analysis