A Validation Study on EFL Teachers' Roles in Indonesian Students’ Motivation and Task Engagement

The investigation intended to develop and validate a survey for Indonesian English teachers of 5th graders. The instrument focused on their roles as models, motivators, scaffolders, and facilitators. It tapped into the teachers' perspectives on motivating children and encouraging them to engage with tasks that are conducive to their English development. Following the research methods by Creswell and Creswell (2012), we identified constructs, designed items, sought expert feedback, revised and piloted the items. The study involved 100 English teachers. Using Jamovi, exploratory (EFA) and confirmatory factor analyses (CFA) tested the validity and reliability of the questionnaire. EFA found four dimensions of teachers' roles: role models, scaffolders, engagement facilitators, and effective communicators, suggesting that teachers influence learning through instructional support, personal example, communication, and engaging students in meaningful tasks. Contextual and motivational factors included extramural English, student motivation, teacher motivation, and task formats, which reflect the theory's claim that learning is shaped by environmental exposure and motivation as they interact with classroom practices. All measures demonstrated both validity and reliability, with Cronbach's alpha ranging between .7 and .9. CFA confirmed the teacher role structure, as proved by the fit indices; contextual and motivational factors exhibited good model fit. The findings can help teachers choose strategies that better match young learners' development, emotions, and behavior in English classes, making instruction more responsive and effective. Teacher education programs can use them to design modules on positive learning environments, and policymakers can shape the EFL curriculum and assessments to prioritize learner-centered, motivating teaching.