Development and validation of teacher classroom leadership scale in EFL context

Khany, Reza; Ghasemi, Fian

doi:10.1080/13603124.2019.1591516

Cited by 5 publications

(4 citation statements)

References 48 publications

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“…What does gaze tell us about the leadership of teachers in classrooms? Educational contexts-in which a teacher must manage and direct the activities and learning of a group of students-are yet another context ripe for exploring leadership (Cheng, 1994;Khany & Ghasemi, 2019). Several studies of teachers' visual attention during instruction (assessed using mobile eye-tracking glasses) show a stark difference in the gaze patterns of expert versus non-expert teachers.…”

Section: Designing Workplace Interventions That Capitalize On the Eff...mentioning

confidence: 99%

Eye gaze and visual attention as a window into leadership and followership: A review of empirical insights and future directions

Cheng

Gerpott

Benson

et al. 2023

The Leadership Quarterly

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Section: Designing Workplace Interventions That Capitalize On the Eff...mentioning

confidence: 99%

Eye gaze and visual attention as a window into leadership and followership: A review of empirical insights and future directions

Cheng

Gerpott

Benson

et al. 2023

The Leadership Quarterly

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“…ELTRI is one of the most popular instruments in the ELT field. Thus, other and newer instruments in the ELT field, such as the English Language Teacher Learning Scale (Aliakbari & Malmir, 2017), Technological Pedagogical Content Knowledge for EFL (Bostanciioglu & Handley, 2018), and Teacher Classroom Leadership Scale in the EFL context (Khany & Ghasemi, 2021), can be analyzed using the same method. Considering that the use of an instrument in a study is often preceded by a literature review and the availability of information on the reliability coefficient of the instrument, as well as the easy accessibility of software to perform a meta-analysis of alpha coefficients, the present study constitutes a bridge for applied researchers in applying meta-analysis of alpha coefficients.…”

Section: Discussionmentioning

confidence: 99%

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Hayat

2024

JCT

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Cronbach’s alpha is a reliability coefficient commonly reported in second language (L2) and English language teaching (ELT) studies. The alpha coefficient provides information on the internal consistency of a measuring instrument. The reported alpha coefficients are obtained from, and apply only to, the research sample. However, the estimation of the alpha coefficient for the population has not received the attention of L2 and ELT researchers. This study aims to provide an overview of the alpha coefficient estimation procedure of a measuring instrument for a population with the reliability generalization method, commonly known as alpha coefficient meta-analysis. An example alpha coefficient meta-analysis study—using empirical data of the 29-item English Language Teaching Reflection Inventory (ELTRI) from 27 independent study samples—was conducted to provide an overview of the procedure for applying the method and the information that needs to be reported from the results of the analysis. The results of the study using a random-effect model show that the population alpha of ELTRI was 0.872, indicating excellent reliability; this is followed by application of a mixed-effect model that shows that article type and means of teaching experience significantly impacted ELTRI reliability. Implications for future research are discussed.

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“…The Journal of Quality in Education (JoQiE) Vol.13, N°21, May 2023 Teachers' quality and beliefs are very important educational factors that can increase academic achievement and can improve teaching activities (Cave et al, 1997) as the behaviors and attitudes are not mutually exclusive entities (Ghasemi, 2022). Recent research has shown that teachers can influence, in a positive or negative manner, students' learning abilities and achievements (Roman, 2014).…”

Section: Iranian Efl Teachers' Attitude Towards Utilization Of Elt In...mentioning

confidence: 99%

Iranian EFL Teachers’ Attitude Towards Utilization of ELT in Students’ Future Lives

Ghasemi

Askari

2023

JoQiE

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In countries in which there is no formal second language, and English is considered a foreign language and has no place in people’s everyday lives and communications, the utilization of the foreign language taught in schools as the second language is under question. This study has been conducted to indicate English teachers’ attitudes toward the utilization of teaching English as a foreign language in Iranian high schools as well as current language policies. In this study, 66 EFL teachers from Gotvand, Shushtar, and Dezful, Iran, made up the sample of this study. To answer the questions of this study, a validated questionnaire was prepared and distributed among the samples. In this questionnaire, 20 statements formed a Likert scale and the teachers had to show their level of agreement or disagreement with the statement. This paper elaborates on the attitude of EFL teachers with different degrees regarding the utilization of ELT in students’ future lives.

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Development and validation of teacher classroom leadership scale in EFL context

Cited by 5 publications

References 48 publications

Eye gaze and visual attention as a window into leadership and followership: A review of empirical insights and future directions

Eye gaze and visual attention as a window into leadership and followership: A review of empirical insights and future directions

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Iranian EFL Teachers’ Attitude Towards Utilization of ELT in Students’ Future Lives

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