Developing and Validating a Potential Evaluation Inventory to Assess EFL Teachers’ Engagement

Teacher engagement has been undertaken in various studies. However, most of the studies have disregarded the dearth of a practical framework to assess teachers’ engagement in the English as a Foreign Language (EFL) context. Therefore, the researchers of the present study designed and validated a questionnaire to assess the engagement of EFL teachers. To examine the reliability and validity of the final draft of the TEQ, it was administered to 234 Iranian EFL teachers who had been selected using non-probability convenience sampling. The results of Cronbach’s alpha indicated an appropriate reliability index and the factor analysis results revealed that items were loaded on 5 factors including 1) emotional, 2) social (colleagues), 3) social (students), 4) cognitive, and 5) agentic. Moreover, TEQ has the potential to be beneficial in assessing EFL teachers’ engagement, according to the results of structural equation modeling (SEM), which revealed that the model enjoyed good psychometric features.