The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education

Abstract

PurposeFollowing the significant role of critical thinking (CT), sense of efficacy beliefs and teaching style preferences in the success of teachers and consequently the success of the educational system, this study intended to explore their relationship and the possible influence of these three factors among English as a Foreign Language (EFL) university professors.Design/methodology/approachTo this end, Watson–Glaser Critical Thinking Appraisal-Form A, Teacher Sense of Efficacy Scale (TSES) and Grasha's Teaching Style Inventory (TSI) were administered to 320 Iranian EFL university professors.FindingsThe data were examined via path analysis indicated that teachers' CT abilities and sense of self-efficacy beliefs significantly influenced the teaching style preferences. Moreover, it was concluded that Iranian EFL university professors' CT skills positively affect their sense of efficacy beliefs.Research limitations/implicationsFuture studies may advance the possible relationships among the sub-components of CT, self-efficacy beliefs and teaching style. Furthermore, further investigations are recommended to study the influence of university professors' CT, self-efficacy beliefs and teaching style preferences in enhancing their learners' achievement.Practical implicationsThe implications of the present study may contribute to the field of teacher education in providing opportunities for teachers to develop and practice higher-order thinking and self-assisted skills.Social implicationsThe implications of this study may redound to the advantage of university professors, teacher educators and policy-makers.Originality/valueThis research is original. To the best of the researchers' knowledge, there has been no study investigated the possible relationships between CT, sense of efficacy beliefs and teaching style preferences in higher education.

Modeling the role of emotion regulation and critical thinking in immunity in higher education

“…They found that strong ER strategies played a significant role in decreasing teachers' emotional exhaustion and burn out. Furthermore, the gained findings lend support to those of Shen (2022), disclosing the mediator role of teacher ER in managing teachers' burnout, stress, and anxiety among English teachers.…”

“…Their findings reflected those higher levels of work engagement and L2 grit immune EFL teachers in the face of different challenges during their professional lives. In a recent study in China, Li (2022) concluded that the relationship between EFL teachers' immunity, mindfulness, and work engagement was significantly positive. This study also necessitates the use of training courses for language teachers to enhance EFL teachers' immunity development, mindfulness, and engagement.…”

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

“…), and (3) efficacy in classroom management (e.g., How well can you implement alternative strategies in your classroom?). The reliability of the instrument was supported by the findings of Amirian et al (2022) . Based on the report of Cronbach’s alpha, the reliability of the TSES was acceptable (ranging from 0.756 to 0.891) in the current research.…”

“…Furthermore, teachers’ efficacy beliefs influence Students’ motivation, achievement, and efficacy ( Tschannen-Moran et al, 1998 ). From another perspective, it is evident that teachers’ self-efficacy predicts their attitude, teaching style, self-regulation, commitment, motivation, and effectiveness ( Barni et al, 2019 ; Fathi and Saeedian, 2020 ; Fathi et al, 2021 ; Heydarnejad et al, 2021a ; Amirian et al, 2022 ) and supports Students’ academic achievement ( Martin and Mulvihill, 2019 ).…”

“…Their data analysis indicated that teacher self-efficacy was a stronger predictor of psychological wellbeing than collective teacher efficacy. In a recent study, the contribution of critical thinking and self-efficacy beliefs to teaching style preferences among university professors was concluded ( Amirian et al, 2022 ). In the same vein, the contributions of EFL teachers’ self-efficacy and creativity on their Students’ academic achievement was confirmed by Ma (2022) .…”