Enhancing Teacher Self-Assessment Instruments for Evaluating Collaborative Learning in Multicultural EFL Classrooms

This study addresses the need for culturally sensitive teacher evaluation instruments in multicultural English as a Foreign Language (EFL) classrooms in Qinghai Province, China, where diverse ethnic groups (Han Chinese, Tibetan, Hui, and Mongolian) learn together. The research employed a quantitative research method to design and validate a teacher self-assessment checklist for evaluating collaborative learning approaches in these settings. Grounded in Classical Reliability Theory, Transformational Leadership Theory, and Intercultural Communication Theory, the 28-item instrument encompasses six dimensions: CLA Understanding and Teacher Preparedness, Classroom Implementation, Student Engagement and Feedback, Adaptation and Reflection, Professional Development, and Challenges and Solutions. Data collected from 300 EFL teachers through stratified random sampling were analyzed using Cronbach's alpha and Confirmatory Factor Analysis (CFA). Results demonstrated excellent internal consistency reliability (α = 0.92) and strong construct validity, with CFA fit indices confirming the proposed six-factor structure. All factors showed satisfactory convergent and discriminant validity. The validated checklist addresses a critical gap in existing evaluation practices and contributes to multicultural education by providing a reliable instrument that positions cultural diversity as an asset rather than a challenge in EFL education, while promoting teacher reflection and facilitating professional development in multicultural collaborative learning environments.