Does Emotional Intelligence or Self–Efficacy Have Something to Do with High School English Teachers' Critical Thinking, Considering Demographic Information?

Abstract

The current study examined the associations between critical thinking (CT) with emotional intelligence (EI) and also with self-efficacy at high schools. To this aim, 64 high school EFL teachers participated in the study. The participants were required to complete the "Teachers' Sense of Efficacy Scale", the "Emotional Intelligence Questionnaire" and the "Watson-Glaser Critical Thinking Appraisal". ِDescriptive statistics, Pearson product-Moment correlations and regression analyses were employed to analyze the data. The findings of the study revealed that CT was related to EI, but not to self-efficacy. Furthermore, no moderating roles were found for age, gender or teaching experience in the relationship between CT and EI. Taken together, these findings advance the understanding of the interplay between CT and EI.