English teacher identity measure: Development and validation in a Chinese EFL context

Abstract

With the emerging trend of researching teacher identity from using qualitative approach to adopting quantitative or mixed-methods approach, it is essential and significant to develop instruments for measuring this construct. This paper reports on the development and validation of a measurement tool, the English Teacher Identity Measure (ETIM). ETIM is designed to measure in-service English teachers’ identity levels. In accordance with DeVellis (2017) scale development guidelines, ETIM was developed following the procedure: (a) defining the construct and identifying indicators; (b) creating item pool; (c) seeking expert advice and validating the translation. The psychometric properties of the ETIM were explored on two separate participant groups. First, the initial 24-item ETIM was piloted online with 103 Chinese university EFL teachers for factor structure. The exploratory factor analysis (EFA) resulted in a 19-item scale with four factors: (a) future perspective, (b) career perception, (c) teacher belief, and (d) self-efficacy. Secondly, the 19-item ETIM was used to collect data from 331 university EFL teachers in a provincial capital city. The confirmatory composite analysis (CCA) using Smart PLS3.3.9 software confirmed the 19-item ETIM. The applications of the ETIM are discussed, and recommendations for future research are made in this paper.

Keywords:

• measurement tool
• teacher identity
• in-service English teacher
• scale development
• scale validation
• psychometric property

PUBLIC INTEREST STATEMENT

Teacher identity has gathered worldwide research interest over the past 30 years. However, to date, the definitions and indicators of this construct remain inconclusive. Despite the efforts to develop and validate instruments for measuring teacher identity, the attention to English language teachers is scarce. Based on the DSMRI framework and the review of prior definitions, teacher identity is defined as the extent to which a teacher identifies with the teaching profession as well as a teacher’s self-perception as an English teacher at present and in the future. An initial 24-item pool was developed. After exploratory factor analysis and confirmatory composite analysis, a 19-item scale was confirmed and validated. This study contributes to the existing literature by designing and validating a valid English Teacher Identity Measure (ETIM). Further application of this instrument into different settings with different samples is encouraged.

Acknowledgments

We wish to acknowledge all the 434 Chinese university EFL teachers who joined this research, special thanks to those deans and friends who helped the first author warmly in collecting data. Our heartfelt thanks also go to the journal administrator, editor, and two anonymous reviewers for their hard work.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Yiqian Yan

Yiqian Yan is an EFL teacher in China. She obtained her PhD in Education from SEGi University, Malaysia in 2023. Her research interest is teacher development.

Madhubala Bava Harji

Madhubala Bava Harji is the acting dean of Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia. Her research interests include assessment, mobile learning, innovative teaching and learning approaches, literacy development, and academic integrity.

Sathiamoorthy Kannan

Sathiamoorthy Kannan is a senior lecturer at SEGi University, Malaysia. His specialized areas include educational leadership, curriculum leadership, change leadership, technology leadership, design thinking, quantitative research methods, assessment and evaluation, management of innovation, and quantitative data analysis using SPSS and Smart PLS.