RELATIONSHIP BETWEEN CRITICAL PEDAGOGICAL ATTITUDES AND EFFECTIVENESS AMONG HIGH SCHOOL ENGLISH TEACHERS

As a post-modern approach and a relatively new paradigm in thinking about education, critical pedagogy derives its interest from critical theory. This theory began with the assumption that social relations are infused with injustices and it is the responsibility of intellectuals to recognize and address power relations. Accordingly, critical pedagogy provides principles, inspirations, and recommendations to improve human education and to direct it to democratic and oppression–free direction. The purpose of this study was to investigate the relationship between critical pedagogical attitudes and effectiveness among high school English teachers. Furthermore, the study examined the role of gender and age in critical pedagogical attitudes and effectiveness. The participants were selected among Kerman high school English teachers in Iran by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex post facto research type in which the researchers used questionnaires in collecting data from the respondents. The results of the study indicate that there is a positive significant relationship between critical pedagogical attitudes and effectiveness. It is also found there is no significant difference among high school English teachers with different genders and age concerning their critical pedagogical attitudes and effectiveness.