The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education

Abstract

PurposeFollowing 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/approachTo 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.FindingsThe 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/implicationsFuture 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 implicationsThe 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 implicationsThe implications of this study may redound to the advantage of university professors, teacher educators and policy-makers.Originality/valueThis 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.