الملخص الإنجليزي
Predicting self-efficacy beliefs through critical thinking skills and
emotional intelligence dimensions for second cycle teachers in Muscat
Governorate schools
The current study aimed to identify the extent to which critical thinking skills and
the dimensions of emotional intelligence contribute to the prediction of teachers'
self-efficacy beliefs. The sample included 250 teachers. To achieve the purposes
of the study, the descriptive method was used. The participants responded to three
measures: The Self-Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001)
adapted to the Omani environment (Aldhafri & Ambosaidi, 2012), the Watson
and Gleaser Critical Thinking Scale (WGCT-SF), and the Emotional Intelligence
Scale (Schutte et al., 1998) adapted to the Omani environment (Al Busaidi &
Aldhafri, 2017). The results of the study showed high levels of self-efficacy
beliefs, the dimensions of emotional intelligence, and the skill of evaluating
arguments in critical thinking. The results also showed gender differences in self efficacy beliefs and all dimensions of emotional intelligence except organizing
personal emotions favoring female teachers. There were no gender differences
in critical thinking skills except evaluating arguments favoring female teacher.
The results of multiple regression analysis showed that emotional intelligence
(particularly the subscale of organizing the emotions of others) positively
predicted self-efficacy beliefs; while critical thinking skills did not predict self efficacy beliefs.
