Exploring the Relationship among EFL Teachers’ Critical Thinking, Autonomy and Experience in Public and Private Schools
The research delved into the connection between English Language instructors’ critical thinking, autonomy, and teaching experience among some public and private instructors. Two different sets of instructors including some private institute and high school instructors were selected from two majo...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2023-01-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_2772_5b0d0c6b8ca2d3f886a1dd2a9075e006.pdf |
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| Summary: | The research delved into the connection between English Language
instructors’ critical thinking, autonomy, and teaching experience among some
public and private instructors. Two different sets of instructors including
some private institute and high school instructors were selected from two
major cities in Khorasan Razavi, Iran. The results from Path Analysis
indicated that all subcomponents of instructors’ thinking critically except
deduction could significantly predict instructors’ independence. Moreover,
experience more effectively and remarkably predicted their independence.
Accordingly, from among the five subcomponents of instructors’ CT, four
sub-constituents were predicated by experience. Nevertheless, assessment and
evaluation could not be properly predicted by experience. Findings also
indicated that thinking critically could rightly and moderately be related to
autonomy whereas there was a positively weak association between thinking
critically and experience. Accordingly, findings pointed to a sizeable
distinction between the two EFL settings regarding instructors’ autonomous
behavior with non-public EFL instructors being more self-sufficient, selfdirected, and self-reliant than their counterparts in public high schools. In the
same vein, there was no substantial distinction between the two settings
concerning thinking critically. |
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| ISSN: | 2676-5357 |