The Construction and Validation of EFL Teachers' Online Self-Efficacy Maintenance Strategies Questionnaire

Teacher self-efficacy is highly important in both face-to-face and online teaching environments. Although the literature is replete with studies investigating teacher self-efficacy, the area of examining the strategies teachers perceive to use to maintain their self-efficacy in online teaching is quite under-explored. Accordingly, this study constructed and validated a teachers' online self-efficacy maintenance strategies questionnaire. The participants comprised ۲۲۷ EFL teachers within the age range of ۲۴ to ۴۱ years old (M=۳۰.۲۵, SD=۴.۱۲). To gather data, semi-structured interviews were conducted. Following that, the interview contents became subject to thematic analysis and the results were used to develop the questionnaire. The results of Exploratory Factor Analysis (EFA) suggested a four-factor structure constituting professional development, support networks, adaptation and flexibility, and instructional strategies. Moreover, the results of confirmatory factor analysis (CFA) indicated that the four-factor structure fit the Iranian EFL teachers' population. Based on the results, the questionnaire can be safely used for developing professional programs aiming at determining and promoting EFL teachers’ understanding and use of online self-efficacy maintenance strategies.

کلیدواژه ها:

self-efficacy ، Teaching self-efficacy ، Online teaching ، improving Teachers’ self-efficacy ، Self-efficacy Maintenance Strategies