Measuring EFL teacher-student rapport using confirmatory factor analysis: Insights from Indonesia

Abstract

Teacher-student rapport plays a pivotal role in fostering effective teaching and learning, particularly in English as a Foreign Language (EFL) contexts. Despite its recognized importance, few studies have developed and validated a psychometrically sound instrument to measure this construct using robust statistical methods. This study addresses this gap by developing and validating a measurement model of teacher-student rapport among EFL teachers in Indonesian Islamic higher education institutions. Using a quantitative design, data were collected from 111 EFL teachers through a structured questionnaire grounded in established rapport-building theories. The instrument comprised 24 items organized under four theoretically derived indicators: recognizing students, supporting and monitoring students, being personable and approachable, and interacting with students. Confirmatory factor analysis (CFA) was conducted using LISREL 8.80 to assess the model’s fit and construct validity. Results indicated that all items loaded significantly (λ > 0.4), and the four-factor model demonstrated acceptable to good fit across key indices (RMSEA = 0.035–0.081; GFI = 0.83–0.99; p > 0.05). Composite reliability was high (Cronbach’s α = 0.86), confirming the scale’s internal consistency. The study contributes a reliable and valid tool for assessing teacher-student rapport in EFL higher education settings, offering practical value for teacher self-evaluation, professional development, and classroom observation. Findings also underscore the centrality of behaviors such as celebrating students’ personal milestones, relating course content to real-life contexts, maintaining eye contact, and providing support to absentees. This research supports efforts to enhance relational quality in EFL classrooms through evidence-based measurement.