Development and Validation of a Philosophy-Based Language Teaching Profile Scale (PBLT-PS) for Pre-Service English Teachers

Abstract

Philosophy-based language teaching (PBLT) integrates philosophical concepts into language instruction, yet it remains undervalidated due to the absence of an instrument measuring philosophical standpoints. This study developed and validated a Philosophy-based Language Teaching Profile Scale (PBLT-PS) using a quantitative design with Exploratory Factor Analysis (EFA) to assess its factorial validity and reliability. Participants were 100 purposively selected pre-service English teachers from a Philippine state college who completed an expert-validated, pilot-tested 30-item questionnaire. The Kaiser-Meyer-Olkin measure (0.869) and Bartlett’s Test of Sphericity (?² = 5269.610, p < .001) confirmed the data’s suitability for factor analysis. EFA yielded a three-factor structure retaining 28 items: Factor 1 (11 items) accounted for 68.84% of the variance, Factor 2 (9 items) for 8.90%, and Factor 3 (8 items) for 4.43%, together explaining 82.16% of the total variance. Cronbach’s alpha exceeded .975 for each factor, indicating excellent internal consistency. These results demonstrate that the PBLT-PS possesses a psychometrically sound, three-dimensional structure, providing teacher educators and researchers with a validated instrument for assessing pre-service English teachers’ philosophical orientations toward language teaching. As validation relied on EFA alone, future research should conduct confirmatory factor analysis with an independent sample to statistically corroborate this structure.