چکیده:
The present study attempted to discover whether there is a significant relationship between EFL teachers' critical thinking ability and their teaching success. To this end, 113 Iranian male and female English teachers were required to fill out Watson Glaser Critical Thinking Appraisal. Besides, their students were asked to answer the Characteristics of Successful EFL Teachers questionnaire. The statistical analysis of the data showed that there was a significant correlation between EFL teachers’ critical thinking skill and their teaching success. Besides, findings revealed that there was a significant difference between male and female teachers regarding their critical thinking skills, and that BA teachers differed from AS teachers with regard to critical thinking skills. More specifically, male BA teachers took the most advantages from critical thinking skills than others.
خلاصه ماشینی:
"On the other side, Green and Jax (2011) stated that teachers are required to develop their perceptions, change their long-established outlooks, and modify their roles to interconnect with the challenges, complexities, demands, and expectations of education since education is a complicated procedure which entails high level of knowledge, critical thinking, and problem solving skills.
As Ghaemi and Taherian (2011) pointed out, to live and advance in the information age, every learner has to pose questions, apply their knowledge in every needed context, and try to find new ways for solving problems; in other words, both teachers and learners have to enhance their critical thinking skills as they are the main objectives of every educational program.
To reveal more insights regarding teacher success, the present study posed the following questions: Q1: Is there any significant relationship between EFL teachers’ critical thinking skills and their teaching success?
Therefore, the results obtained from Tables 3 show that the first null hypothesis that is "There is no significant relationship between EFL teachers’ critical thinking skill and their teaching success" is rejected.
Considering the second research question of this study, the analysis of the data revealed that there was a significant difference between male and female teachers regarding their critical thinking skills.
Such results confirm the findings obtained by Demirhan and Köklükaya (2014) which revealed that there was a statistically significant difference between male and female teachers in terms of their critical thinking abilities."