appraising the generalizability of a new scale for measuring teacher passion for profession

The study explores the dynamics of teacher passion within the educational landscape, focusing on its relationship with various personal, psychological, organizational, and professional factors. through a structured approach integrating quantitative research methods, the study constructs a model tailored to the specific context of the education system. a pilot study validates the research instruments, ensuring reliability and validity. the main study involves 200 english as a foreign language teachers, utilizing a standardized questionnaire to collect quantitative data. data analysis employs descriptive and inferential statistical methods, including structural equation modeling (sem) and partial least squares-sem (pls-sem), to evaluate the proposed model's validity and reliability. results indicate significant relationships between teachers' passion and various dimensions, such as personal characteristics, psychological factors, organizational characteristics, teacher's professional characteristics, and students' characteristics. the study's findings provide valuable insights into the multifaceted nature of teacher passion and its implications for educational practice and policy. it contributes to theoretical frameworks in education and informs stakeholders, including educators, administrators, and policymakers, on creating conducive environments for fostering teacher passion, performance, and ongoing professional development. overall, the study underscores the importance of understanding and nurturing teacher passion as a fundamental component of educational excellence and student success.