Development and Initial Validation of the L2-Teacher Grit Scale

Ekaterina Sudina, Tony Vernon, Henry Foster, Heather Del Villano, Shoshannah Hernandez, Daniel Beck, Luke Plonsky

Research output: Contribution to journalArticlepeer-review

47 Scopus citations


Grit—“perseverance and passion for long-term goals” (Duckworth, Peterson, Matthews, & Kelly, 2007, p. 1087)—has attracted the attention of researchers in fields ranging from psychology to business to education (e.g., Robertson-Kraft & Duckworth, 2014; Robins, 2019). Continuing the line of research that explores the domain specificity of grit (e.g., F. T. C. Schmidt, Fleckenstein, Retelsdorf, Eskreis-Winkler, & Möller, 2017), this study introduces the L2-Teacher Grit Scale (L2TGS) developed to measure grit specifically among English language teachers (N = 202). The results demonstrated, first, that the L2TGS possessed sufficient internal-consistency reliability (ω =.77). A subsequent principal components analysis revealed a two-component structure (POV = 50.87%), thus yielding evidence in favor of construct validity. A one-tailed Pearson’s test for positive correlation between Duckworth and Quinn’s (2009) domain-general Grit–S and L2TGS scores established concurrent validity of the new measure (rc =.84). Lastly, the L2TGS exhibited a stronger predictive validity, explaining approximately 21% of the variance in L2-teacher retention-related scores compared to the Grit–S, which was a statistically nonsignificant predictor accounting for 4% of the total variance. Of note, female teachers had higher levels of grit than male teachers. In sum, our findings indicate support for an occupation-specific approach to grit.

Original languageEnglish (US)
Pages (from-to)156-184
Number of pages29
JournalTESOL Quarterly
Issue number1
StatePublished - Mar 2021

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language


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