An Investigation in to the Relationship between Self-esteem and Critical Thinking with the Mediating Role of Primary Teachers Information Literacy

Critical thinking is one of the key skills in the teaching-learning process, which is influenced by self-esteem and information literacy, contributing to the improvement of educational quality. This study aims to examine the relationship between self-esteem and critical thinking, considering the mediating role of information literacy among primary school teachers in Jask.

This research is applied in nature and, given the topic, is a descriptive-correlational study. The statistical population consisted of all primary school teachers in Jask (N = 317). Based on Morgan's table and stratified random sampling, 175 teachers were selected as the sample. Data were collected using three questionnaires: Rosenberg's Self-Esteem Scale (1989), Ricketts’ Critical Thinking Questionnaire (2003), and Siamak & Davarpanah's Information Literacy Questionnaire (2009). The validity of the questionnaires was confirmed by experts, and their reliability was calculated using Cronbach's alpha coefficient: 0.764 for self-esteem, 0.882 for critical thinking, and 0.831 for information literacy. The results were analyzed using Pearson's correlation and structural equation modeling.

The results showed a positive and significant relationship between self-esteem and critical thinking (r = 0.64, p < 0.01). A positive and significant relationship was also found between self-esteem and information literacy (r = 0.57, p < 0.01), and between information literacy and critical thinking (r = 0.69, p < 0.01). Moreover, structural equation modeling revealed that information literacy plays a significant mediating role in the relationship between self-esteem and critical thinking.

It is often argued that every society needs individuals with high critical thinking skills to achieve growth and prosperity. To critically engage with various phenomena, these individuals must be equipped with the necessary information and knowledge beforehand, highlighting the relationship between critical thinking and information literacy. Critical thinking is best taught as a learning tool that equips teachers with essential reasoning and logical skills, preparing them for complex situations both inside and outside the classroom and providing them with the skills necessary for a better personal and professional life.