Developing and Validating a Model of Iranian EFL Teacher Classroom Fairness

Subject Areas :

Meghdad Sadeghi ¹ ( Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran )
Valeh Jalali ² ( Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran. )
Neda Fatehi Rad ³ ( Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran )

Received: 2023-07-31 Accepted : 2023-09-25 Published : 2023-10-01

Keywords: perceptions, Classroom fairness, Distributive classroom fairness, Interactive classroom fairness, Procedural classroom fairness,

Abstract :

The present study aimed to develop and validate a model of Iranian EFL teacher classroom fairness using a sequential exploratory mixed methods design (QUAL + quan). The participants consisted of two groups. The first group consisted of 250 Iranian EFL teachers who were selected through available sampling through virtual groups in social networks. The second group of participants included 150 Iranian EFL learners at the intermediate level from different private language institutes in Iran were selected through available sampling from different virtual groups in WhatsApp or Telegram. The following instruments used for data collection in the present study: A Demographic information scale and a closed-ended questionnaire. Data analysis was conducted through thematic analysis by MAXQDA software and Structural Equation Modeling (SEM), using exploratory and confirmatory factor analysis through SPSS and AMOS 24 software. Finally, the reliability of the developed model of Iranian EFL teacher classroom fairness was estimated using Cronbach's alpha coefficient. According to the results, a model of Iranian EFL teacher classroom fairness developed in four main components, including teaching fairness, evaluation fairness, classroom management fairness, and classroom communication fairness. Finally, the proposed model of Iranian EFL teacher classroom fairness found to be valid and reliable. The findings have some implications for policymakers, teacher educators, teacher education administrators, and curriculum developers

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