Designing and Validating a Critical Pedagogy-Based Teacher Effectiveness Scale for Iranian EFL Teachers
Subject Areas :
Keywords: Critical Pedagogy, Banking Education, Effective Teachers, Teacher Effectiveness,
Abstract :
One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at designing and validating a Critical Pedagogy-Based Teacher Effectiveness Scale for Iranian EFL teachers. In so doing, an exploratory mixed-methods design was used. The participants of the qualitative phase included 20 male and female Iranian English teachers who were selected through available sampling. In the quantitative phase, 200 male and female Iranian English teachers participated through available sampling. To collect the data, a semi-structured interview was used. To analyze the data, qualitative thematic analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Cronbach’s Alpha Test were used. According to the results, the Critical Pedagogy-Based Teacher Effectiveness Scale for Iranian EFL teachers was developed in 42 Likert items in three sub-scales including pedagogical effectiveness (items 1 to 23), socio-cultural effectiveness (items 24 to 33), and empowering effectiveness (items 34 to 42). Six items were omitted in EFA and 36 items remained in the final scale. It was designed in a four-point Likert range from 1= strongly disagree to 4= strongly agree. It was shown that the developed scale is valid and reliable. The findings have some implications for EFL teachers, learners, teacher education instructors and policy makers
Abdeli Soltan Ahmadi, J., & Sadeghi, A.R. (2016). Designing and validating multicultural
curriculum model in Iran public educational. Journal of Curriculum Studies (J.C.S.),
10(39), 71-108.
Adams, J. (2004). Room 13 and the contemporary practice of artist-learners. Studies in Art
Education, 47(1), 23-33. http://dx.doi.org/10.1080/00393541.2005.11652811
Ahmadian, M., & Erfan Rad, S. (2014). Postmethod era and globalized language curriculum
development: A fresh burden on language teachers. Journal of Language Teaching and
Research, 5(3), 592-598. http://dx.doi.org/10.4304/jltr.5.3.592-598
Ahmed, M. (2003). Professional difficulties facing secondary school English language teachers
and its effect in classroom performance in Northern governorates of Palestine.
[Unpublished master thesis, Al Najah National University]. ProQuest Dissertations and
Theses Global.
Aikman, S., & Unterhalter, E., Eds. (2007). Practicing gender equality in education. Oxfam GB.
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.).
Harcourt Brace College Publishers.
Brosio, R. (2000). Philosophical scaffolding for the construction of critical democratic education.
Peter Lang.
Capper, C. (1993). Educational administration in a pluralistic society: A multiparadigm approach.
In C. Capper (Ed.), Educational administration in a pluralistic society (pp. 7-35). SUNY
Press.
Colombo, M. (2013). Pluralism in education and implications for analysis. Italian Journal of
Sociology of Education, 5(2), 1-16. https://doi.org/10.14658/PUPJ-IJSE-2013-2-1
Daryai-Hansen, P., Gerber, B., Lorinez, I., Haller, M., Ivanova, O., Krumm, H-J., & Reich, H.H.
(2015). Pluralistic approaches to language in the curriculum: the case of French speaking
International Journal of Foreign Language Teaching and Research, 11 (46), 2023 Islamic Azad University of Najafabad
166 Ghorbani et al., Vol. 11, Issue 46, 2023, pp. 153-172
Switzerland, Spain and Austria. International Journal of Multilingualism, 12(1), 109-127.
https://doi.org/10.1080/14790718.2014.948877
Enyew, S., & Melesse, Ch. (2018). The integration of multiculturalism into the Ethiopian
universities’ environment. Research in Pedagogy, 1, 52-62.
http://dx.doi.org/10.17810/2015.70
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Freire, P. (1993). Pedagogy of the oppressed. The Continuum International Publishing Group Inc.
Gao, P. P., Nagel, A., & Biedermann, H. (2020). Categorization of educational technologies as
related to pedagogical practices. In K. Tirri, & A. Toom (Eds.), Pedagogy in basic and
higher education: Current developments and challenges (pp. 167-182). IntechOpen.
Giroux, H.A. (2010). Social education in the classroom: The dynamics of the hidden curriculum.
In H. Giroux & D. Purpel (Eds.), The hidden curriculum and moral education (pp. 100–
121.) McCutchan Publishing Corporation.
Gollnick, D. M., & Chinn, P. C. (2002). Multicultural education in a pluralistic society (6th ed.).
Merrill.
Honnett, A. (1992). Kampf um anerkennung. Suhrkamp Verlag.
Larson, K.R. (2014). Critical pedagogy(ies) for ELT in Indonesia. TEFLIN Journal, 25(1), 122-
138. https://doi.org/10.15639/teflinjournal.v25i1/122-138
McLaren, P. (1998). Revolutionary pedagogy in post-revolutionary times: Rethinking the
political economy of education. Educational Theory, 4, 431-462.
https://doi.org/10.1111/j.1741-5446.1998.00431.x
Mohammadi, Sh., Kamal Kharazi, S.A.N., Kazemifard, M., & Pourkarim, J. (2016). Proposing a
model for multicultural education in higher education: Investigating experts’ opinions in
Iran. Journal of Research in Teaching, 4(1), 65-91.
Mostafazadeh, E., Keshtiaray, N., & Ghulizadeh, A. (2015). Analysis of multi-cultural education
concept in order to explain its components. Journal of Education and Practice, 6(1), 1-14.
Navidinia, H., Kiani, G., Akbari, R., & Ghaffar Samar, R. (2014). EFL teacher performance
evaluation in Iranian high schools: Examining the effectiveness of the status quo and
setting the groundwork for developing an alternative model. The International Journal of
Humanities, 21(4), 27-53.
Parker, J. L. (2019). Multicultural education as a framework for educating English language
learners in the United States. International Journal of Multidisciplinary Perspectives in
Higher Education, 4(1), 22-35. https://doi.org/10.32674/jimphe.v4i1.1404
Rahimi, A., Kushki, A., Ansaripour, E., & Maki, A. (2015). Critical pedagogy and materials
development; content selection and gradation. Educational Policy Analysis and Strategic
Research, 10(1), 24-38.
Rahimi, M., & Hosseini Karkami, F. (2015). The role of teachers’ classroom discipline in their
teaching effectiveness and students’ language learning motivation and schievement: A
path method. Iranian Journal of Language Teaching Research , 3(1), 57-82.
https://doi.org/10.30466/ijltr.2015.20402
Rahimi, M., & Nabilou, Z. (2011). Iranian EFL teachers’ effectiveness of instructional behavior
in public and private high schools. Asia Pacific Education Review, 12(1), 67-78.
http://doi.org/10.1007/s12564-010-9111-3
Richards, J. C. (2001). Approaches and methods in language teaching. Cambridge University
Press.
Roohani, A., Hashemian, M., & Haghparast, Sh. (2016). Validating a context-specific teacher
critical pedagogy questionnaire. International Journal of Research Studies in Language
Learning, 5(4), 3-12. https://doi.org/10.5861/ijrsll.2015.1313
International Journal of Foreign Language Teaching and Research, 11 (46), 2023 Islamic Azad University of Najafabad
Designing and Validating a Critical Pedagogy-Based Teacher Effectiveness … 167
Sadeghi, A.R. (2012). Characteristics and necessities of developing a multicultural curriculum in
Iran. Cultural Strategy, 18, 93-121.
Sezer, K., Hasan, A., & Fezile, O. (2019). Effects of the gamification supported flippedclassroom model on the attitudes and opinions regarding game-coding education. iJET,
13(1),109–123. https://doi.org/10.3991/ijet.v13i01.7634
Shahvand, M., & Rezvani, E. (2016). Iranian EFL teachers’ beliefs and practices on effective
teaching: The case of gender and level of experience. Research in English Language
Pedagogy, 3(2), 30-43.
Subrahmanian, R. (2005). Scaling up good practices in girls’ education. UNESCO.
Taylor, C. (1992). The politics of recognition. Princeton University press.
Taylor, R., Kumi-Yeboah, A., & Ringlaben, R. P. (2015). Pre-service teachers’ perceptions toward
multicultural education and teaching of culturally and linguistically diverse learners.
Multicultural Education, 23(3/4), 42-48. https://doi.org/10.31686/ijier.vol3.iss9.434
Unterhalter, E. (2007). Global values and gender equality in education: Needs, rights and
capabilities. In S. Fennell & M. Arnot (Eds.), Gender education and equality in a global
context: Conceptual frameworks and policy perspectives (pp. 19-34). Routledge.
Vogt, W. (1984). Developing a teacher evaluation system. Spectrum, 2 (1), 41-46.
Wei, K. (2018). The misconstruction of the postmodern curriculum at the beginning of the 21st
century in mainland China: From the perspectives of curriculum culture. Journal of
Literature and Art Studies, 8(12), 1732-1746. https://doi.org/10.17265/2159-
5836/2018.12.014
White, R. E., Cooper, K., & Mackey, W. (2014). Culturally relevant education and critical
pedagogy: Devolution of hierarchies of power. Revista Internacional de Educación para
la Justicia Social (RIEJS), 3(2), 123-140.
Wilson, D. (2003). Human rights promoting gender equality in and through education,
Background paper for EFA global monitroing report 2003/04. UNESCO.
Zamani, R., & Ahangari, S. (2016). Characteristics of an effective English language teacher
(EELT) as perceived by learners of English. International Journal of Foreign Language
Teaching and Research, 4(14), 69-88.
Zohrabi, Kh., Razmjoo, S.A., & Ahmadi, A.R. (2019). Developing and validating a pluralistic
curriculum (PC) model for English teaching in Iranian high schools. Journal of Modern
Research in English Language Studies, 6(1),31-49.
https://doi.org/10.30479/jmrels.2019.10021.1265