Construction and Validation of a Teachers’ Remotivational Strategies Measure: Ecological Systems and Self-Determination Theories in Perspective

Document Type : Original Article

Authors

1 Department of English Language, Faculty of Humanities, Bonab Branch, Islamic Azad University, Bonab, Iran

2 Assistant Professor, Department of English Language, Faculty of Humanities Bonab Branch, Islamic Azad University, Bonab, Iran

3 Assistant Professor, Department of English Language, Faculty of Humanities, Bonab Branch, Islamic Azad University, Bonab, Iran

Abstract

Given the paramount importance of motivation and the paucity of research into teachers’ remotivational strategies, this study, adopting a sequential mixed-methods design, constructed and validated a teachers' remotivational strategies questionnaire. In so doing, the present study built upon an integrative framework encompassing Ecological Systems Theory (EST) and Self-Determination Theory (SDT). The participants comprised 235 EFL teachers aged 21 to 45 (M=30.63, SD=5.28) and teaching experience of three months to 23 years (M=7.30, SD=3.87). Semi-structured interviews were conducted to gather data. Following that, the interview contents became subject to thematic analysis and the results and the existing themes in the extant theoretical and empirical literature were used to develop the questionnaire. The results of thematic data analysis demonstrated that the emerging theme instances were situated within the integrative SDT/EST frame. Exploratory Factor Analysis (EFA) results suggested a three-factor structure encompassing relatedness, competence, and autonomy. Moreover, the Confirmatory Factor Analysis (CFA) results indicated that the three-factor structure fits the Iranian EFL teachers' population.  Based on the results, teachers' remotivational strategies questionnaire can be safely used for developing professional programs aiming at determining and promoting EFL teachers’ understanding and use of remotivational strategies.

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Main Subjects

References

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Technology Assisted Language Education
Volume 2, Issue 2
June 2024
Pages 118-141

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