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Using PLS path modeling for assessing a language teacher observation scale
Author(s) -
Hatamvand Ali,
Khany Reza,
Samaie Mahmoud
Publication year - 2020
Publication title -
international journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.712
H-Index - 39
eISSN - 1473-4192
pISSN - 0802-6106
DOI - 10.1111/ijal.12288
Subject(s) - confirmatory factor analysis , psychology , scale (ratio) , exploratory factor analysis , path analysis (statistics) , sample (material) , metacognition , mathematics education , cognition , structural equation modeling , psychometrics , developmental psychology , statistics , mathematics , physics , chemistry , chromatography , quantum mechanics , neuroscience
Observation is a powerful tool for assessing teachers to ensure teachers' professional growth. Used well, it can provide a clear and accurate picture of teachers and teaching. The aim of this study is to assess the underlying structure and psychometric properties of the Language Teacher's Observation Scale (LTOS) among Iranian EFL teachers. So, a six component model of English teacher observation, encompassing preparing for the lesson, cognitive considerations, metacognitive considerations, social‐interaction considerations, classroom management, teacher behavior and personality, and teacher knowledge was developed. Data was obtained from 540 Iranian English teachers. Half the sample was used for exploratory factor analysis, with the holdout sample used for confirmatory factor analysis. EFA was conducted via SPSS and CFA was conducted via Partial least squares (PLS) estimation method.