Development and Validation of a Collaborative Continuing Professional Development (CCPD) Questionnaire for EFL Teachers: A Qualitative–Quantitative Study
Keywords:
Collaborative Continuing Professional Development, Questionnaire Validation, EFL Teachers, Collaborative LearningAbstract
Purpose: This study aimed to conceptualize, develop, and validate a reliable and context-specific questionnaire to measure Collaborative Continuing Professional Development (CCPD) among Iranian English as a Foreign Language (EFL) teachers.
Methods and Materials: A sequential mixed-methods design was employed. In the qualitative phase, thirty experienced EFL teachers from universities and language institutes participated in semi-structured interviews and focus group discussions. Data were analyzed using inductive thematic analysis to identify key dimensions of CCPD. These findings informed the development of an initial questionnaire. In the quantitative phase, the instrument was administered to 312 EFL teachers selected via purposive sampling and Cochran’s formula to ensure adequate sample size. Construct validity was examined through confirmatory factor analysis using Partial Least Squares (PLS), while internal consistency and reliability were assessed via Cronbach’s alpha, composite reliability (CR), and average variance extracted (AVE).
Findings: Seven core dimensions of CCPD emerged: active stakeholder participation, needs assessment and content localization, collaborative learning methods, policy and legal framework, evaluation and feedback system, motivational and structural support, and sustainability and future orientation. All constructs demonstrated strong psychometric properties, with Cronbach’s alpha values above 0.83 and CR exceeding 0.84. Outer loadings were higher than 0.80, and AVE surpassed the 0.58 threshold, confirming convergent validity. Structural modeling showed significant predictive relationships, particularly between policy and legal framework and sustainability (β = 0.42, p < .001) and between needs assessment and learning (β = 0.40, p < .001), explaining 58% of variance in sustainability and 40% in learning.
Conclusion: The validated CCPD questionnaire is a robust, contextually grounded tool for assessing collaborative professional development among Iranian EFL teachers.
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Copyright (c) 2025 Zahra Sharifi Feriz (Author); Mitra Zeraatpishe; Hamid Ashraf, Zahra Zohoorian (Author)
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