Reviewing the literature indicated that no validated model was found that examine the extent to which teachers support their students emotionally in EFL classrooms. Therefore the present study elaborated on this issue through developing and validating a teacher emotional support scale in an Iranian English foreign language context. Main components of the scale have been specified based on Hamre and Pianta's (2007)theoretical framework. A large number of items were created primarily based on operational definitions of each component. After reviewing the items by a group of experts, the questionnaire was piloted and tested on a sample of 324 EFL teachers. Finally, the researchers evaluated the validity of the questionnaire through exploratory and confirmatory factor analysis.The results of the reliability of the questionnaire estimated through Cronbach’s alpha were 0.833. 17 items have been removed from analysis resulting in identifying 4 factors in exploratory factor analysis. The model was evaluated using AMOS 22 also indicated that the model was fit the data.the current study contributes to the field of English language education through designing and validating new instrument to assess teacher emotional support in EFL classrooms. Researchers and other practitioners who are involved in teaching English language can assess the extent to which teachers support students emotionally in similar pedagogical EFL context using this instrument. They also need to encourage teachers to improve their emotional skills by participating in teacher training courses.
