The Relationship among EFL Teachers’ Critical Thinking, Self-efficacy, and their Perception of Effective Teaching

The present study was an attempt, in the first place, to observe whether there was any significant relationship among teachers’ critical thinking, self-efficacy, and perception of effective teaching. Moreover, the researchers tried to examine which variable was a better predictor of perception of effective teaching. To this end, the measures of the critical thinking ability of 143 EFL teachers were obtained using Honey’s (2000) Critical Thinking Questionnaire (adopted from Naieni, 2005). Also, their sense of efficacy was estimated utilizing Tschannen-Moran and Hoy’s (2001) Teachers’ Sense of Efficacy Scale. Moreover, their perception of effective teaching was determined employing Bell’s (2005) Effective Teaching Questionnaire. The results revealed a statistically significant relationship between both critical thinking and self efficacy of teachers and their perception of effective teaching. However, only two of the components of critical thinking, namely analysis and evaluation, were correlated with perception of effective teaching. Also, critical thinking components had a significant relationship with perception of effective teaching components. Additionally, it was found that there was a positive relationship between all components of self efficacy and perception of effective teaching and its components. Finally, the regression analysis showed that self efficacy was a better predictor of teachers’ perception of effective teaching in comparison with critical thinking though the margin of difference was not that large. This study has implications for the EFL teacher preparation and education programs.