Document Type : Original Article
Ghalib University -Herat
This sequential exploratory mixed-method study aims at developing and validating of EFL teachers’ classroom discipline scale and examining its relationship with their professional identity. In the qualitative phase of the study, 21 EFL teachers who were selected based on purposive sampling participated in a semi-structured interview. Using an open-ended question and reviewing literature, 23 items with three sub-constructs (verbal, non-verbal, and behavioral) were developed through pre-specified coding and theme and coding. The designed questionnaire was subjected to face and content validity by three experts, to ensure the items measure what they are supposed to measure. Then in the quantitative phase of the study, 200 EFL teachers from various context of teaching participated and filled out two questionnaires namely Teachers’ Classroom Discipline Strategies Scale, designed by the researcher and Teachers’ Professional Identity Scale, developed and validated by Jung Chi (2009). Validation of the designed questionnaire was performed through Rasch Model. Although theoretically three subscales had been envisaged for the Discipline Strategies Scale, Rasch model analysis demonstrated that, excluding two items, part A of the scale with 21 items is psychometrically unidimensional and a single score can be assigned to respondents. Results of Part B of the scale revealed eleven discipline factors.