چکیده:
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 of1 Corresponding Author. Email: nshangarf@yahoo.comdifference was not that large. This study has implications for the EFL teacher preparation and education programs.
خلاصه ماشینی:
The results revealed a statistically significant relationship between both critical thinking and self efficacy of teachers and their perception of effective teaching.
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 of1 Corresponding Author.
In recent years, researchers have continued to focus their efforts on thinking skills that its significance is now acknowledged by a large number of educators (Paul, 1990, cited in Longman, Atkinson & Breeden, 1997) As critical thinking and self efficacy are recognized as pervasive variables in teaching behaviors and as their practical relationship to effective teaching has been less examined, in this study, the researchers aimed at investigating their possible relationship.
3. Is there any significant difference between EFL teachers’ critical thinking ability and self-efficacy in predicting their perception of effective teaching?
As for the inferential statistics, to examine the relationship among the critical thinking ability of the participants and their self- efficacy and level of effective teaching, the researchers used the Pearson Product-Moment Correlation Coefficient for the scores of the three questionnaires.
Ghanizadeh and Moafian (2009); Gibson and Dembo (1984); Ashton, Olejnik, Crocker, and McAuliffe, (1982); and Woolfolk and Hoy (1990) have also shown that teacher self-efficacy is one of the most important determinant variable consistently related to positive and effective teaching and student learning outcomes.