The purpose of the present study was to design and validate a scale for measuring the sources of English as a foreign language (EFL) teachers’ apprehension (STAS). To design the scale, the data generated from a triangulated qualitative research (Goldast and Ghanizadeh forthcoming) was employed. The model incorporated four factors, including altitudinal, organizational, L2-related factors, and classroom management. A 35-item scale on a 5-point Likert scale was developed. The designed scale was distributed among 198 EFL teachers both from language institutes and schools. A confirmatory factor analysis (CFA) using Lisrel 8.5 statistical package was run. Implementing the modifications resulted in a refined version of the scale comprising 33 items and four factors (L2-related problems, attitudinal factors, classroom management, and organizational factors). It exhibited acceptable reliability and validity indices. To further validate STAS, its association with a highly related construct, i.e., teacher burnout was probed. A model was proposed containing teacher apprehension and teacher burnout. The model was tested via structural equation modeling (SEM). The results demonstrated that the model had a good fit with the empirical data. It was also found that EFL teachers’ apprehension positively and significantly influenced teacher burnout.

中文翻译：

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设计和验证EFL教师理解量表（STAS）的来源

本研究的目的是设计和验证一个量表，用于测量英语作为外语（EFL）教师的理解力（STAS）的来源。为了设计秤，采用了三角定性研究（Goldast和Ghanizadeh即将出版）产生的数据。该模型纳入了四个因素，包括海拔，组织，与L2相关的因素以及教室管理。开发了5点李克特量表的35项量表。设计的量表分配给来自语言学院和学校的198名EFL教师。运行使用Lisrel 8.5统计软件包的验证性因子分析（CFA）。实施修改后，我们得出了包含33个项目和四个因素（L2相关问题，态度因素，课堂管理，和组织因素）。它表现出可接受的可靠性和有效性指标。为了进一步验证STAS，探究了它与高度相关的结构（即教师倦怠）的关联。提出了一个包含教师焦虑和职业倦怠的模型。通过结构方程模型（SEM）对模型进行了测试。结果表明该模型与经验数据吻合良好。研究还发现，英语外语教师的忧虑积极而显着地影响了教师的职业倦怠。结果表明该模型与经验数据吻合良好。研究还发现，英语外语教师的忧虑积极而显着地影响了教师的职业倦怠。结果表明该模型与经验数据吻合良好。研究还发现，英语外语教师的忧虑积极而显着地影响了教师的职业倦怠。