A Study on the Development and Validation of an EAP Teachers Identity Questionnaire in the Iranian Context

The importance of studying teachers’ identity is to guide teachers to choose an appropriate methodology to teach as well as to lead learners to learn the target language which is related to notion of identity. The present study was an attempt to develop and validate an identity questionnaire regarding English for Academic Purposes (EAP) teachers. In doing so, 350 Iranian EAP teachers from Azad and State universities of Tehran, Qazvin, and Zanjan were selected. Semi-structured interviews were randomly done with 100 teacher participants. In order to develop the EAP Teachers’ Identity Questionnaire (EAPTIQ) in the Iranian context through individual, pedagogical, and social dimension, the related literature was taken into account. A total of 51 items were extracted to develop raw factors of EAPTIQ. They were then factor-analyzed in order to remove the communalities and develop the final version of the questionnaire and determine the main components. Factor analysis resulted in the development of 44-item EAPTIQ with three components: 1) Identity and EAP Teachers’ Self-Efficacy, 2) Identity and EAP Teachers’ Pedagogical Issues, and 3) Identity and EAP Teachers’ Social Issues. Findings of the study can be useful for some people who can benefit from the results namely EAP teachers and researchers. The results contribute to researching EAP teachers’ identity and inform teacher education to provide them with the sufficient and adequate raised awareness to self-develop their identity.