The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 16 June 2022
Issue publication date: 7 April 2023
Abstract
Purpose
Following 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/approach
To 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.
Findings
The 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/implications
Future 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 implications
The 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 implications
The implications of this study may redound to the advantage of university professors, teacher educators and policy-makers.
Originality/value
This 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.
Keywords
Acknowledgements
The authors are grateful to all the language teachers who participated in this research. The authors also wish to thank the anonymous reviewers for their constructive comments and suggestions.
Citation
Amirian, S.M.R., Ghaniabadi, S., Heydarnejad, T. and Abbasi, S. (2023), "The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education", Journal of Applied Research in Higher Education, Vol. 15 No. 3, pp. 745-761. https://doi.org/10.1108/JARHE-11-2021-0441
Publisher
:Emerald Publishing Limited
Copyright © 2022, Emerald Publishing Limited