Examining Barriers to English Language Use in the Field of Educational Administration Through Exploratory Factor Analysis

Abstract

The aim of this study is to examine the barriers of English language use in the field of educational administration. A survey based on existing literature was distributed to 330 respondents. The data was analyzed using exploratory factor analysis (EFA), and the Kaiser-Meyer-Olkin measure of sampling adequacy achieved a score of 0.904 and Bartlett’s test confirmed the adequacy of the data. EFA identified four components that accounted for 66.352 percent of the variance: Psychological and Academic Struggles in English (PASE), Workload and Institutional Time-related English Barriers (WITE), Digital and Technological English Barriers (DITE), and Lack of Instructional and Training English Support (LITE). The findings of the study highlight the emotional, professional, technological, and organizational dimensions of the barriers of English use in educational administration. Identifying these barriers is a valuable starting point for developing targeted language assistance and support programs.