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

Figures & data

Figure 1. DSMRI framework for measuring in-service English teachers’ identity.

Figure 2. The study procedure.

Table 1. Preliminary item pool

	Item
FP1	I hope to excel in teaching English-related courses.
FP2	I expect to improve myself professionally.
FP3	I expect to be promoted in my university.
FP4	I expect to become a university English teacher with strong academic capability.
FP5	I strive to improve my teaching by carrying out academic research.
CP1	Teaching is a well-respected profession.
CP2	Teaching is very important for the development of students.
CP3	Teachers’ work is important for the development of human society.
CP4	The teaching profession is one of the most important professions in social division of labor.
TB1	Teachers should be equipped with the basic information technology skills for English teaching.
TB2	Teachers should continually update their professional knowledge to keep up with English reform.
TB3	Teachers should be attentive to teaching-related training opportunities to improve their teaching.
TB4	Teaching methods are very important to students’ English language learning.
TB5	Students should take dominant role in learning, so I attach great importance to training students’ learning methods.
SE1	I am fluent in spoken English language.
SE2	I am proficient in written English language.
SE3	I can communicate to students the specific learning objectives and outcomes of the lesson.
SE4	I can craft a variety of good questions throughout the lesson.
SE5	I can respond to difficult questions from my students.
SE6	I can establish a classroom management system with each group of students.
SE7	I can effectively use allocated time for various teaching activities.
SE8	I can maintain a classroom environment in which students work cooperatively.
SE9	I can motivate students who show low interest in learning English.
SE10	I can maintain high levels of student engagement in learning tasks.

Table 2. Participant profile for EFA (N = 103)

Variables		Frequency N	Percentage %
Gender	Male	27	26.2
	female	76	73.8
Year of birth	90s	25	24.3
	80s	64	62.1
	70s	10	9.7
	60s	4	3.9
Academic title	Teaching assistant	18	17.5
	Lecturer	70	68
	Associate professor	14	13.6
	Professor	1	1
Type of institution	Public HEI	69	67
	Private HEI	34	33

Table 3. Participant profile for CCA (N = 331)

Variables		Frequency N	Percentage %
Gender	Male	55	16.6
	Female	276	83.4
Year of birth	90s	55	16.6
	80s	191	57.7
	70s	56	16.9
	60s	23	6.9
	50s	6	1.8
Academic title	Teaching assistant	40	12.1
	Lecturer	152	45.9
	Associate professor	123	37.2
	Professor	16	4.8
Type of institution	Public HEI	151	45.6
	Private HEI	180	54.4

Table 4. Descriptive statistics of the ETIM

			Statistic	Std.Error
TI	Mean		4.0767	.03109
	95% Confidence Interval for Mean	Lower bound	4.0155
		Upper bound	4.1379
	5% Trimmed Mean		4.1051
	Median		4.0278
	Variance		.320
	Std. Deviation		.56567
	Minimum		1.25
	Maximum		5.00
	Range		3.75
	Interquartile Range		.72
	Skewness		−.905	.134
	Kurtosis		2.913	.267

Table 5. The results of KMO and Bartlett’s test of sphericity

KMO Measure of Sampling Adequacy		.928
Bartlett’s Test of Sphericity	Approx. Chi-Square	2144.370
	df	276
	Sig	<.001

Table 6. Eigenvalue and total variance explained

Component	Extraction Sums of Squared Loadings			Rotation Sums of Squared Loadings
	Total	% of variance	Cumulative %	Total	% of variance	Cumulative %
1	10.485	55.183	55.183	6.116	32.188	32.188
2	1.886	9.929	65.112	3.532	18.592	50.780
3	1.234	6.495	71.607	2.565	13.498	64.278
4	1.027	5.405	77.012	2.419	12.734	77.012

Figure 3. Scree plot.

Table 7. Factor loadings

ETIM items	Factor loading
	1	2	3	4
Factor 1: Self-efficacy
I can effectively use allocated time for various teaching activities.	.821
I can establish a classroom management system with each group of students.	.821
I can respond to difficult questions from my students.	.813
I can communicate to students the specific learning objectives and outcomes of the lesson.	.772
I am proficient in written English language.	.767
I can craft a variety of good questions throughout the lesson.	.759
I can maintain a classroom environment in which students work cooperatively.	.753
I can motivate students who show low interest in learning English.	.739
I am fluent in spoken English language.	.716
Factor 2: Teacher belief
English teachers should continually update their professional knowledge to keep up with College English reform.		.817
English teachers should be attentive to various teaching-related training opportunities to improve their teaching.		.802
English teachers should be equipped with the basic information technology skills for English teaching.		.765
English teachers should conduct their courses effectively.		.730
Factor 3: Career Perception
The teaching profession is one of the most important professions in social division of labor.			.831
Teachers’ work is important for the development of human society.			.806
Teachers’ work is very important in the growth and development of students.			.762
Factor 4: Future perspective
I expect to become a teacher with strong academic capability.				.772
I expect to be promoted in my university.				.756
I strive to improve my teaching by carrying out academic research.				.709

Table 8. Reliability test result

Factor	Cronbach alpha value
Self-efficacy	.953
Teacher belief	.908
Career perception	.899
Future perspective	.798

Figure 4. Analysis of the four indicators of TI.

Table 9. Cronbach alpha and composite reliability

Indicators	Number of items	Cronbach alpha	Composite reliability
Teacher belief	4	0.918	0.944
Self-efficacy	9	0.928	0.940
Future perspective	3	0.874	0.922
Career perception	3	0.9	0.938

Table 10. Convergent validity

Indicators	Number of Items	Average variance extracted
Teacher belief	4	0.804
Self-efficacy	9	0.636
Future perspective	3	0.798
Career perception	3	0.835

Table 11. Discriminant validity

	Career perception	Future perspective	Self-efficacy	Teacher belief
Career perception	0.896
Future perspective	0.315	0.893
Self-efficacy	0.613	0.580	0.798
Teacher-belief	0.836	0.415	0.673	0.897

Table

维度 1: 自我效能感
1	我能为各种教学活动有效分配时间。
2	我能制定班级制度，管理好各组学生
3	学生提出比较难的问题时，我也能应对。
4	我能告诉学生每节课的具体学习目标和成果。
5	我能熟练地用英语书写。
6	我能针对每节课设计出好的问题。
7	我能创造班级环境，使学生之间互相配合。
8	我能够激励英语学习兴趣不高的学生。
9	我的英语口语流利。
维度 2: 教师信念
10	大学英语教师应不断更新自己的专业知识。
11	大学英语教师应利用各种培训机会提高教学水平。
12	大学英语教师应具备一定的信息技术应用能力，以满足新形势对英语教学的需求。
13	教师应当确保教学效果是有效的。
维度 3: 职业感知
14	教师职业是社会分工中最重要的职业之一。
15	教师的工作对人类社会发展有重要作用。
16	教师的工作对促进学生的成长与发展很重要。
维度 4: 未来展望
17	我努力成为科研能力强的大学英语教师。
18	我努力在单位获得晋升的机会。
19	我尽力通过做科研提升自身的教学水平。