The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills

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Published: Mar 19, 2019
DOI: https://doi.org/10.19183/how.26.1.483
Keywords:
critical thinking skills, identity, professional identity, teachers’ self-efficacy

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Negar Moslemi
English Language Department, Sanandaj Branch, Islamic Azad University, Iran
Parya Habibi
English Language Department, Sanandaj Branch, Islamic Azad University, Iran

Abstract

Teachers’ beliefs, attitudes, and identities have been considered as the main factors in improving their performance to enhance students’ learning. The present study aimed to explore the relationship among Iranian EFL teachers’ professional identity, their self-efficacy, and their critical thinking skills in their teaching process. To achieve the objective of the study, 75 EFL teachers participated in this study. Three instruments were used to collect the required data including professional identity, TEBS-Self questionnaires, and the Watson‐Glaser Critical Thinking Appraisal test. The findings in the present study demonstrate that there was a strong positive relationship of the EFL teachers’ professional identity between their self-efficacy and their critical thinking skills. The results of the ANOVA (analysis of variance models) test indicated that the EFL teachers’ professional identity could predict their self-efficacy and their critical thinking skills.

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How to Cite
Moslemi, N., & Habibi, P. (2019). The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills. HOW, 26(1), 107–128. https://doi.org/10.19183/how.26.1.483
Issue
Vol. 26 No. 1: (January/June 2019)
Section
Research Reports

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Author Biographies

Negar Moslemi, English Language Department, Sanandaj Branch, Islamic Azad University, Iran

She has received her MA in TEFL from Azad University, Sanandaj Branch (Iran). She has been teaching English language in different institutes for more than four years. Her current research interest is focused on teaching English as a foreign language. She has published a research paper in HOW journal.

Parya Habibi, English Language Department, Sanandaj Branch, Islamic Azad University, Iran

She holds a BA and an MA in TEFL from Azad University, Sanandaj Branch (Iran). Her research is focused on teaching English as a foreign language. She has published three research papers in international journals. She has also presented research papers in international conferences.

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