exploring the link between university efl teachers’ critical thinking tendencies and academic self-efficacy: the influence of gender and teaching experience

This study aimed to investigate the correlation between the critical thinking tendencies of university efl teachers and their academic self-efficacy. the possible influences of gender and teaching experience in this context were also examined. the study was carried out utilizing a correlational research design. the sample consisted of 100 university efl instructors (48 males and 52 females) who were engaged in teaching undergraduate students specializing in english. in this study, data collection was conducted utilizing a personal information form, the california critical thinking disposition inventory, and the academic self-efficacy scale. the gathered data were subjected to analysis through descriptive statistics, the pearson product-moment correlation coefficient, and multiple regression analysis. the relationship between the variables under study was investigated through pearson product moments correlation coefficient, and a multiple regression analysis was run to assess the extent to which academic self-efficacy, gender, and teaching experience of university efl teachers can significantly predict their tendencies toward critical thinking. a positive, albeit weak and non-significant correlation was identified between the academic self-efficacy of university efl teachers and their critical thinking tendencies. additionally, the analysis revealed no significant differences between male and female university efl teachers. moreover, the correlation coefficient for novice teachers demonstrated a weak, positive, and non-significant relationship, whereas the correlation coefficient for experienced teachers showed a moderate, positive, and significant relationship. this research carries both theoretical and practical implications for efl educators, practitioners, learners, and policymakers.