Adaptation and Validation of the Literature Teaching Questionnaire Among Albanian Language and Literature and English as a Foreign Language Teachers in North Macedonia
Abstract
Teachers’ beliefs about the pedagogical value of literary texts shape whether that value is realised in the classroom, yet there was previously no validated instrument to measure these beliefs for Albanian Language and Literature or English as a Foreign Language teachers in North Macedonia. The present study adapted the Literature Teaching Questionnaire developed by Duncan and Paran (2017) and tested its four-factor structure among 224 teachers using confirmatory factor analysis. Starting from the pilot’s 29-item structure, items with the weakest standardised loadings were removed one at a time in a uniform, pre-specified procedure, yielding an 18-item, four-factor model (Text Relevance, Linguistic Fit, Teacher Practice, Student Outcomes) with good fit and satisfactory reliability across subscales and overall. Measurement invariance testing across Albanian Language and Literature and English as a Foreign Language teachers supported configural and metric invariance (equivalent structure and loadings) but not scalar invariance (differing item intercepts). These findings support the Literature Teaching Questionnaire as a psychometrically sound instrument for this context.
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