This pilot study aimed to adapt and validate a questionnaire assessing teachers’ perceptions of the role of literary texts in students’ language development. The original instrument by Duncan and Paran (2017) was modified to suit the Albanian educational context and piloted with a diverse sample of 30 teachers in North Macedonia, including both Albanian Language and Literature and English as a Foreign Language (EFL) teachers. The 32-item instrument, organized into four theoretically grounded subscales, was evaluated using descriptive statistics and internal consistency analysis. Following expert review and item analysis, three items with weak psychometric performance were removed, resulting in a final 29-item version. The revised instrument demonstrated good internal consistency (Cronbach’s α = .878), with subscale reliability coefficients ranging from .728 to .772. This pilot confirms the reliability and contextual relevance of the adapted questionnaire and supports its suitability for use in future large-scale research. Future studies should examine the instrument’s construct validity through Confirmatory Factor Analysis (CFA) or Exploratory Factor Analysis (EFA), and explore potential differences between teacher groups or teaching contexts.
Keywords: Albanian Language and EFL teachers, Literary Texts, language development, questionnaire validation, teacher perceptions
