فهرست نشریات علمی دسترسی آزاد ایران

Teacher resilience, as a context-specific variable, has become a prominent research priority in teacher education, especially in challenging educational settings. This study aimed to construct and validate a questionnaire to measure teacher resilience among Iranian EFL teachers. In an exploratory sequential design, two groups of English language teachers were selected as the samples of the study: The first sample, comprising 27 English teachers, participated in semi-structured interviews, and the second sample, consisting of 308 English teachers, completed a questionnaire. Based on the thematic analysis of the interview data, an initial draft of the questionnaire, containing 41 items, was administered to the second sample. An Exploratory Factor Analysis, using Principal Components Analysis with Varimax Rotation, supported a four-factor model—comprising Contextual, Personal, Professional, and Sociocultural factors—which explained 72.26% of the total variance. All 41 items loaded cleanly (>.54) on their intended factors. The results of Confirmatory Factor Analysis, using SmartPLS, confirmed the four-factor measurement model, demonstrating strong composite reliability (CR > 0.70), convergent validity (AVE > 0.50), and discriminant validity (HTMT ratios < 0.58), thus establishing robust psychometric properties for the instrument. The validated questionnaire provides Iranian EFL administrators with a reliable, context-specific tool to measure resilience levels and design targeted support programs.