Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies
The study aimed at exploring the teachers’ self-efficacy belief for teaching critical thinking skills and practices of strategies in reading classroom. It also pursued if there is any significant relationship between the two variables. A descriptive survey study used sequential explanatory mixed-me...
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| Format: | Article |
| Language: | English |
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English Department of Antasari State Islamic University
2024-06-01
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| Series: | LET: Linguistics, Literature and English Teaching Journal |
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| Online Access: | https://jurnal.uin-antasari.ac.id/index.php/let/article/view/12657 |
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| author | Michael Amale Abebe Gebretsadik |
| author_facet | Michael Amale Abebe Gebretsadik |
| author_sort | Michael Amale |
| collection | DOAJ |
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The study aimed at exploring the teachers’ self-efficacy belief for teaching critical thinking skills and practices of strategies in reading classroom. It also pursued if there is any significant relationship between the two variables. A descriptive survey study used sequential explanatory mixed-methods approach to collect data. The study involved 40 EFL teachers. The survey contained 19 items using five-point Likert scale. Qualitative data were collected via classroom observations. The results of quantitative data showed(m=3.3) that the participants implemented the strategies moderately. The findings of qualitative data revealed that most of critical thinking strategies were practiced rarely while participants were instructing reading lessons. However, the responsive strategy of teachers to their students’ responses was implemented better than others. Statistical analysis also disclosed a positive high significant correlation between the teachers’ self-efficacy belief for teaching CT and its implementation strategies during teaching reading lessons (r=0.99, p<0.05). In conclusion, as there was a positive strong correlation between teachers’ self-efficacy beliefs and actual classroom practice of strategies, teachers with strong self-confidence may have better experience in implementing strategies that improve students’ reading comprehension. This suggests that instructors’ strong beliefs to use critical thinking skills may not necessarily ensure its effective implementation of strategies.
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| format | Article |
| id | doaj-art-388e4d549b5b4a95988f6b40f6ef0a3d |
| institution | Kabale University |
| issn | 2086-9606 2549-2454 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | English Department of Antasari State Islamic University |
| record_format | Article |
| series | LET: Linguistics, Literature and English Teaching Journal |
| spelling | doaj-art-388e4d549b5b4a95988f6b40f6ef0a3d2025-01-12T00:46:43ZengEnglish Department of Antasari State Islamic UniversityLET: Linguistics, Literature and English Teaching Journal2086-96062549-24542024-06-0114110.18592/let.v14i1.1265710374Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its StrategiesMichael Amale0Abebe Gebretsadik1Hawassa University, EthiopiaAddis Ababa University, Ethiopia The study aimed at exploring the teachers’ self-efficacy belief for teaching critical thinking skills and practices of strategies in reading classroom. It also pursued if there is any significant relationship between the two variables. A descriptive survey study used sequential explanatory mixed-methods approach to collect data. The study involved 40 EFL teachers. The survey contained 19 items using five-point Likert scale. Qualitative data were collected via classroom observations. The results of quantitative data showed(m=3.3) that the participants implemented the strategies moderately. The findings of qualitative data revealed that most of critical thinking strategies were practiced rarely while participants were instructing reading lessons. However, the responsive strategy of teachers to their students’ responses was implemented better than others. Statistical analysis also disclosed a positive high significant correlation between the teachers’ self-efficacy belief for teaching CT and its implementation strategies during teaching reading lessons (r=0.99, p<0.05). In conclusion, as there was a positive strong correlation between teachers’ self-efficacy beliefs and actual classroom practice of strategies, teachers with strong self-confidence may have better experience in implementing strategies that improve students’ reading comprehension. This suggests that instructors’ strong beliefs to use critical thinking skills may not necessarily ensure its effective implementation of strategies. https://jurnal.uin-antasari.ac.id/index.php/let/article/view/12657critical thinking skillsself-efficacyReading ComprehensionPracticesTeacher Behavior |
| spellingShingle | Michael Amale Abebe Gebretsadik Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies LET: Linguistics, Literature and English Teaching Journal critical thinking skills self-efficacy Reading Comprehension Practices Teacher Behavior |
| title | Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies |
| title_full | Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies |
| title_fullStr | Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies |
| title_full_unstemmed | Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies |
| title_short | Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies |
| title_sort | teachers self efficacy beliefs for teaching critical thinking skills and practices of its strategies |
| topic | critical thinking skills self-efficacy Reading Comprehension Practices Teacher Behavior |
| url | https://jurnal.uin-antasari.ac.id/index.php/let/article/view/12657 |
| work_keys_str_mv | AT michaelamale teachersselfefficacybeliefsforteachingcriticalthinkingskillsandpracticesofitsstrategies AT abebegebretsadik teachersselfefficacybeliefsforteachingcriticalthinkingskillsandpracticesofitsstrategies |