The Correlation among EFL Teachers' Critical Thinking, Class Management and Teaching Style

Abstract

This study attempted to explore the relationship among EFL teachers' critical thinking (CT),
teaching style (TS) and classroom management (CM). To fulfill these objective three questionnaires on
critical thinking, classroom management and teaching style administrated to 50 randomly selected
teachers 18 males and 32 females with the age ranging from 25 to 50. According to the data analysis
the correlation between the teachers' CT and CM turned out to be non-significant and the correlation
between TS and CM turned out to be not significant and negative furthermore predictors (CT and TS)
failed to correlate significantly with the predicted (CM). The conclusion is that neither variables (CT
and TS) could predict the EFL teachers' classroom management significantly. Since this study could
not prove the existence of any relationship between the three variables it is recommended that the same
study to be carried out using other or same types of instruments or techniques.