The Relationship among EFL Teachers’ Critical Thinking, Neuro-Linguistic Programming, and Their Sense of Efficacy

Nasim Shahmoradi, Mania Nosratinia, Nacim Shangarffam


The purpose of this study was to investigate the relationship among EFL teachers’ critical thinking, neuro-linguistic programming, and sense of efficacy. To this end, 160 (52 males and 108 females) EFL teachers, within the age range of 22 to 40 (M=31) and teaching experience of 5-20 years, teaching at different English language institutes and public schools in Tehran took part in the study by completing three questionnaires, namely, the Honey's Critical Thinking Questionnaire (2000), the Pishghadam's Neuro-Linguistic Programming Questionnaire (2011), and the Tschannen-Moran and Hoy's Teachers' Sense of Self-Efficacy Scale (2001). The results of Spearman Rank Order Coefficient of Correlation revealed that there was a significant and positive correlation between critical thinking and self-efficacy, neuro-linguistic programming and self-efficacy, and neuro-linguistic programming and critical thinking. Furthermore, a regression analysis and the comparison of β values revealed that neuro-linguistic programming makes the strongest statistically significant unique contribution to explaining self-efficacy. Critical thinking turned out to be the second significant predictor of self-efficacy. The results of this study can help all those who are engaged in language teaching and learning process to possess a better perspective on developing efficient instruction.


critical thinking, neuro-linguistic programming, sense of efficacy, EFL teachers

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