چكيده به لاتين
Due to the importance of teachers’ role in any educational system, characteristics of effective teachers and contributing factors to their effectiveness have always been under question. Though the word effectiveness has always been difficult to define, various definitions have been provided in the related literature. The present study intended to explore factors contributing to language teachers’ effectiveness. To this aim, an extensive and intensive literature review was conducted and six main factors were extracted as follows; Assessment Literacy, Content and Pedagogical Content Knowledge, Experience, Oral Proficiency, Personality type and Self-efficacy. In the first phase of the study 13 experts holding PhD in Teaching English as a Foreign Language (TEFL) participated to share their attitudes towards these factors through a semi-structured interview including 40 statements. The results of interview were analyzed thematically and it was used to develop a new questionnaire for this construct. In order to validate the newly developed questionnaire with 24 items, 93 EFL teachers participated in a pilot study. The results were analyzed through factor analysis in SPSS. According to Bartelett’s test, the significance was .000, therefore factor analysis was appropriate. Additionally the reliability of the items was .75, which is acceptable. Finally a questionnaire with 19 items entitled “Language Teachers’ Effectiveness” was developed and presented.
