Ferdowsi University of Mashhad Language and Translation Studies (LTS) 2228-5202 53 1 2020 03 20 Development and Validation of the English Language Teacher Competencies Questionnaire Development and Validation of the English Language Teacher Competencies Questionnaire 167 195 31364 10.22067/lts.v53i1.79165 FA Abolfazl Khodamoradi Department of English Language, Farhangian University, Tehran, Iran 0000-0002-8910-0555 Mojtaba Maghsoudi Department of English Language, Farhangian University, Tehran, Iran 0000-0003-2285-2872 Journal Article 2019 02 12 This study aimed at developing and validating a questionnaire for measuring Iranian English teacher competencies. Upon the survey of the literature, three constructs, and 42 sub-constructs were identified, and after examining the content validation by a group of expert panelists, the final questionnaire was developed with 36 su-bconstructs. Its reliability was then assured via test-retest method (r= 0.91), and split-half method (α= 0.92). The final questionnaire was filled out by an available sample of 305 graduates of English language. The data were gathered and both exploratory and confirmatory factor analyses were done. The results of the exploratory factor analysis indicated that only three factors of knowledge, skills, and attitudes can be extracted from the questionnaire. Moreover, the results of the confirmatory factor analysis showed that all regression and correlation coefficients among underlying latent variables were standard ones and the suggested model had acceptable goodness of fit index. Therefore, it is suggested that the proposed model of teacher competencies in the questionnaire is supported by both types of factor analyses. This study aimed at developing and validating a questionnaire for measuring Iranian English teacher competencies. Upon the survey of the literature, three constructs, and 42 sub-constructs were identified, and after examining the content validation by a group of expert panelists, the final questionnaire was developed with 36 su-bconstructs. Its reliability was then assured via test-retest method (r= 0.91), and split-half method (α= 0.92). The final questionnaire was filled out by an available sample of 305 graduates of English language. The data were gathered and both exploratory and confirmatory factor analyses were done. The results of the exploratory factor analysis indicated that only three factors of knowledge, skills, and attitudes can be extracted from the questionnaire. Moreover, the results of the confirmatory factor analysis showed that all regression and correlation coefficients among underlying latent variables were standard ones and the suggested model had acceptable goodness of fit index. Therefore, it is suggested that the proposed model of teacher competencies in the questionnaire is supported by both types of factor analyses. https://jlts.um.ac.ir/article_31364_4a2cde3ca35a41a388c8cc1e19edcbdb.pdf