On the Relationship Between Critical Thinking and Self-Efficacy: A Case of EFL Teachers in Language Institutes

The present study sought to investigate, primarily, the relationship between Iranian EFL teachers‘ critical thinking and self-efficacy in language institutes. Secondly, the role of the teachers‘ years of teaching experience in their critical thinking ability was examined. Finally, the relationship between the teachers‘ age and their critical thinking was studied. To this end, 94 EFL teachers participated from the different language institutes in Mashhad. The teachers sat through the ―Watson-Glaser Critical Thinking Appraisal‖ and the ―Teachers‘ Sense of Efficacy Scale.‖ The statistical calculations via ANOVA and correlation revealed that there was no significant relationship between the teachers‘ critical thinking and their self-efficacy. Furthermore, no significant correlation was found between the teachers‘ critical thinking, their teaching experience, and age. The discussion and conclusions of the research are further presented with reference to earlier findings.