This study is aimed at examining the role of gender, and years of teaching experience in Iranian EFL teachers’ awareness of the code of ethics in research. 272 Iranian EFL teachers were chosen based on convenience sampling and were assessed through the Iranian EFL teachers’ awareness of the code of ethics in research scale inventory. After gathering the questionnaires, data was analysed by SPSS. An independent-samples t-test was performed to examine whether the teachers' awareness of the code of ethics in research differs significantly between genders. In addition, Pearson correlation was performed to find the connection between years of teaching experience and the aforementioned factor. The findings showed substantial positive relationships between all five sub-constructs of the code of ethics and experience. Besides, the findings revealed that there were considerable differences in the degree of knowledge among EFL teachers of research codes of ethics and its sub-constructs between male and female teachers. The mean score of the female teachers in all sub-constructs was higher than the male teachers. This study may be the only piece of research that has investigated the EFL teachers’ knowledge regarding factors affecting their awareness of the code of ethics in research in Iran. تفاصيل المقالة

Teachers' continuing professional development (CPD) is currently an engrossing area worldwide. Nevertheless, despite the growing range of literature concentrating on certain aspects of CPD, there is a paucity of literature addressing a measurement scale to know where teachers are standing and act as a motivating role. The purpose of this study was to construct and validate a new scale for measuring EFL Teachers' CPD. This scale is considered pristine because of the added characteristics of Dynamic Assessment (DA) as another aspect of improving teachers' CPD. The present study further sought to establish the validity and reliability of the questionnaire, as well as add more value and precision to the pre-existing inventories available. Moreover, in this study, the developed scale was validated through piloting the items, and the factor analysis confirmed the five-factor questionnaire. With reference to the final results, the questionnaire was found to be reliable, having internal consistency by performing Cronbach's Alpha analysis. Cronbach's alpha of .91 indicated a high internal consistency. The CPD questionnaire was validated via exploratory factor analysis to establish a new validated scale to evaluate teachers' current level of CPD. The results are discussed in the context of language teaching, and based on that, authorities and administrators should be attentive to the results. Future studies can use a mixed-method approach to evaluate teachers’ CPD by employing a questionnaire and interviews. تفاصيل المقالة

This paper investigated the quantitative phase of an exploratory sequential mixed methods research. The main purpose of this study was to develop and validate a Teachers‟ Assessment Identity (TAI) question- naire based on the dimensions and factors found in the first part of the study. The extracted factors from interviews along with the theoretical framework formed the basis for the generation of the pool of items, which later reduced to 46 items for eventual inclusion in TAI questionnaire. This initial draft of the scale was revised and re-worded based on the comments offered by assessment experts and teachers. The de- signed questionnaire was then distributed to 384 EFL teachers. Normality and reliability of data were measured using SPSS. Construct validity of the designed scale was assessed through CFA with AMOS 24. The results derived from the statistical analysis indicated that TAI questionnaire had a good model- data fit, and the factor loadings and reliability values were at a satisfactory level. The findings showed that the Teachers‟ Assessment Identity (TAI) questionnaire contained three dimensions i.e. assessing as- sessment literacy, dispositions, and contextual factors. This questionnaire could be used as a valid and reliable scale for teachers as assessors. تفاصيل المقالة