The Relationship among EFL Teachers’ Critical Thinking, Self-efficacy, and their Perception of Effective Teaching
الموضوعات :
نسیم شنگر فام
1
()
ندا رهنما رودپشتی
2
()
الکلمات المفتاحية: effective teaching, Self-efficacy, critical thinking,
ملخص المقالة :
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.
Adams, J. V. (1997). Student evaluations: The ratings game. Inquiry, 1(2), 10-16.
AL-Hinai, N. S. (2011). Effective college teaching and students ratings of teachers: What students think, what actually believe, and what actual ratings show implications for policy and practice in teaching quality assurance and control in higher eduation in Oman. Doctoral dissertation, Durham University,United Kingdom .
Ashton, P. T., Olejnik, S., Crocker, L., & McAuliffe, M. (1982). Measurement problems in the study of teachers’ sense of efficacy. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bell, R. T. (2005). Behaviours and attitudes of effective foriegn language teachers: Result of a questionnaire study. Foriegn Language Annals, 38(2), 259-270.
Benesch, S. (1993). Critical thinking: A learning process for democracy. TESOL Quarterly, 27(3), 545-548.
Birjandi, p., & Bagherkazemi, M. (2010). The relationship between Iranian EFL teachers’ critical thinking ability and their professional success. English Language Teaching Journal, 3(2) 130-162.
Brookfield, S. D. (1991). Developing Critical Thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass andEngland: Open University Press.
Brown, R. (1996). Teaching profiles: The quality context. In R. Aylett, & K. Gregory (Eds.), Evaluating teacher quality in higher education (pp. 14-20). London: The Falmer Press.
Centra, J. A. (1993). Reflective Faculty Evaluation: Enhancing Teaching & Determining faculty Effectiveness. California: Jossey-Bass Inc.
Daly, W. M. (1998). Critical thinking as an outcome of nursing education. What is it? Why is it important to nursing? Journal of Advanced Nursing, 28(2), 323-331.
Dantas-Whitney, M. (2002). Critical reflection in the second language classroom through audiotaped journals. System, 30, 543-555.
Darling-Hammond, L., Wise, A. E.& Pease, S. R. (1983) Teacher Evaluation in the Organizational Context: A Review of the Literature. Review of Educational Research, 53(3): 285-328.
Dembo, M. H., & Gibson, S. (1985). Teachers' sense of efficacy: An important factor in school improvement. The Elementary School Journal, 86(2), 173-184.
Distad, L. S., & Brownstein, J. C. (2004). Talking teaching: Implementing reflective practice in groups. Lanham, Maryland: Scarecrow Education.
Elton, L. (2006). The nature of effective or exemplary teaching in an environment that emphasizes strong research and teaching links. New Directions for Teaching and Learning, (107), 33–41.
Elton, L. (1996). Criteria for teaching competence and teaching excellence in higher education. In R. Aylett, & K. Gregory (Eds.), Evaluating teacher quality in higher education. London: The Falmer Press.
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44-49.
Facione, P. A. (2007). Critical thinking: What it is and why it counts. Retrieved February 22nd, 2009, from http://insightassessment.com/t.html
Faravani (2006). Portfolio and critical thinking. Unpublished M.A. Thesis. Iran: Ferdowsi University.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: SAGE.
Fisher, A. (2001). Critical thinking: An introduction. Cambridge University Press.
Freeley, A. J., & Steinberg, D. L. (2000). Argumentation and debate: Critical thinking for reasoned decision making. Stamford: Wadsworth.
Fuhrmann, B. S., & Grasha, A. F. (1983). A Practical Handbook for College Teachers. Boston: Little, Brown.
Ghaemi, H., & Taherian, R. (2011). The role of critical thinking in EFL teachers' teaching success. MJAL, 3 (1), 8-22.
Ghaith, G. ,& Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics. Teaching and Teacher Education, 15, 487-496.
Ghanizadeh, A., & Moafian, F. (2011). The Relationship between Iranian EFL Teachers' Sense of Self-Efficacy and their Pedagogical Success in Language Institutes. Asian EFL Journal, 13(2), 249-279.
Gibson, S. ,& Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
Hashemi, M. (2008). On the role of teachers’ emotional intelligence on their pedagogical success. Unpublished M.A. Thesis. Tehran: Allame Tabataba’I University.
Henson, R. K. (2001). Teacher self-efficacy: Substantive implications and measurement dilemmas. (ERIC Document Reproductive Service No. ED 452208)
Henson, R. K, Kogan, L. R., & Vaha-Haase, T. (2001). A reliability generalization of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61, 404-420.
Honey, P. (2000). CT Questionnaire. Retrieved October 8, 2009, from Peter Honey Learning Website: http:// www.Peter Honey Publications.com
Jia, Y., Eslami, Z. R., & Burlbaw, L. (2006). ESL teachers' perceptions and factors influencing their use of classroom-based reading assessment. Bilingual Research Journal, 29(2), 459-482.
Longman, D. G., Atkinson, R. H., & Breeden. J. A. (1997). Strategic thinking and reasoning. Massachusetts: International Thomson Publishing Company.
Markley, T. (2004). Defining the effective teacher: Current arguments in education. Essays in Education, 11(3), 1-14.
McKay, T. J. (2000). Reasons, explanations, and decisions: Guidelines for critical thinking. Toronto: Nelson Thomson Learning.
Mitchell, D. E., & Kerchner, C. T. (1983). Collective bargaining and teacher policy. In L. S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy. New York: Longman.
Moafian, F., & Ghanizadeh, A. (2009). The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in language institutes. System, 37(4), 708-718.
Murray, H. G. (1991). Effective teaching behaviors in the college classroom. In: J.C. Smart (Ed.), Higher Education: Handbook of Theory and Research. New York: Agathon Press.
Naeini, J. (2005). The effects of collaborative learning on critical thinking of Iranian EFL learners. Unpublished M.A. Thesis, Islamic Azad University, Central branch, Tehran, Iran.
Patrick, J., & Smart, R. M. (1998). An empirical evaluation of teacher effectiveness: The emergence of three critical factors. Assessment & Evaluation in Higher Education, 23(2): 165-178.
Paul, R. (1984). CT: Foundation to education for a free society. Educational Leadership, 4-14.
Peterson, K. D. (1995). Teacher Evaluation: A comprehensive guide to new directions and practices. California: Corwin Press.
Pishghadam R. ,& Moafian F. (2007). The role of high school teachers’ multiple intelligences in their teaching success. Foreign Languages Research Quarterly, 42, 22-35.
Sariolghalam, N., & Nouruzi, M. R. (2010). A Survey on the Relationship between Critical Thinking and Self-Efficacy Case Study: Mathematic Students of Payam e Noor Universityin Maragheh. Studies in Mathematical Sciences, 1(1), 61-66.
Schafersman, S. D. (1991). An introduction to critical thinking. Retrieved March 1, 2007, from http://www.freeinquiry.com/critical-thinking.html
Simpson, E. & Courtney, M. 2002. Critical thinking in nursing education: Literature review. International Journal of Nursing Practice. 8(2), 89-98.
Sridhar, Y. N., & Badiei, H.R. (2008). Teacher Efficacy Beliefs: A Comparison of Teachers in India and Iran. Journal of the Indian Academy of Applied Psychology, 34, 81-89.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., Woolfolk, A.W., & Hoy, W.K, (1998). Teacher efficacy: Its meaning and measure. Review of Educational Rerearch, 68, 202-248.
Woolfolk, A.E., & Hoy, W.K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81–91.
