Conducting educational research is not an arbitrary practice. When implementing educational research, teachers, as researchers, need to adhere to ethical rules and norms. Thus, developing an instrument for evaluating English as foreign language (EFL) teachers’ awareness of the code of ethics in research can guide Iranian ELT professionals to work towards setting standards in the assessment of Iranian EFL teachers’ professional development and may assure consistency in EFL teachers’ quality assurance. The principal determination of the present study was to develop a scale to evaluate EFL teachers’ awareness of the code of ethics for conducting research in Iran. This work’s theoretical framework is based on the most influential ethical issues and elements in research in Samadi, Motallebzadeh, Ashraf, and Khajavy’s (2020) study. To this end, 272 Iranian EFL teachers (chosen using convenience sampling) participated in the analysis to fill out the scale in the piloting stage. The scale consisted of five main categories: (F1) Before the beginning of the research, (F2) the Beginning of the research, (F3) Gathering the data, (F4), Analyzing the data, and (F5) Writing, reporting, sharing, and storing the data. The first draft of the scale consisted of 60 items. As part of the validation procedure, the reliability of this scale was determined through Cronbach’s alpha, and its validity was measured by running a confirmatory factor analysis (CFA) through a structural equation modeling approach. After performing the CFA, it was found that the questionnaire had high construct validity. Finally, the statistical findings were presented, and the implications of the ELT domain were given. The findings provide empirical evidence that provides a framework for assessing and evaluating EFL teachers’ awareness of the code of ethics in research

中文翻译：

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开发评估伊朗EFL教师研究道德规范意识的模型

进行教育研究不是随意的做法。在实施教育研究时，作为研究者的教师需要遵守道德准则和规范。因此，开发一种评估英语作为外语（EFL）教师对研究道德规范意识的工具可以指导伊朗ELT专业人士努力制定评估伊朗EFL教师专业发展的标准，并可以确保EFL的一致性教师的质量保证。本研究的主要目的是开发一个量表，以评估EFL教师在伊朗进行研究的道德规范意识。这项工作的理论框架基于萨马迪（Sadi），莫塔莱布扎德（Motallebzadeh），阿什拉夫（Ashraf）和卡哈维（Khajavy）（2020）研究中最具影响力的伦理学问题和要素。为此，在试点阶段，有272名伊朗EFL教师（使用方便抽样选择）参加了分析，以填写调查表。该量表包括五个主要类别：（F1）在研究开始之前，（F2）研究开始，（F3）收集数据，（F4），分析数据，以及（F5）编写，报告，共享和存储数据。量表的初稿包括60个项目。作为验证程序的一部分，该量表的可靠性通过Cronbach的alpha值确定，其有效性通过结构方程模型化方法通过运行确认因子分析（CFA）进行衡量。进行CFA后，发现该问卷具有较高的结构效度。最后，介绍了统计结果，并给出了ELT域的含义。