Objectives: To develop and validate a questionnaire that captures Vietnamese English high school teachers’ beliefs and practices in implementing CBETC. Methods: There are 517 Vietnamese English high school teachers in this study. The factors associated with beliefs and practices measured were the nature and goals of CBETC, instructional design practice, providing personalized instruction, integrating various teaching methods, controlling mastery-based progression, evaluating student learning outcomes, and providing feedback to students on their progress. Exploratory factor analysis was used to evaluate validity and Cronbach’s alpha (α) to test reliability. Results: Teachers’ beliefs contained two factors with seven items: understanding of the nature of CBETC and beliefs about the goals of CBETC (KMO = 0.79, Bartlett’s test <0.001, Chi-square/df = 1.920, CFI = 0.987, TLI = 0.992, RMSEA =0.042, PCLOSE = 0.665, α = 0.75). Teachers’ practices included six factors with 21 items: designing instructional activities, personalizing instruction, employing various instructional strategies, managing mastery-based progression, student learning outcomes, and providing feedback to students on their progress (KMO = 0.83, Bartlett’s test =0.000, Chi-square/df = 1.216, GFI = 0.961, CFI = 0.958, RMSEA = 0.020, PCLOSE= 1.000, α = 0.84). Conclusions: The questionnaire exhibited satisfactory validity and reliability and can be recommended for studies investigating teachers’ beliefs and practices in CBETC enactment. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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