A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

Abstract

The purpose of this descriptive study is to explore the relationships between teachers' critical thinking dispositions and their perceptions of occupational professionalism. The sample of the study has consisted of 242 teachers specified from the population of upper-secondary school teachers working in Mentese, Mugla, Turkey. The data of the study were collected through the administration of the UF/EMI Critical Thinking Dispositions Assessment scale and the Teachers' Occupational Professionalism scale. In the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis were employed. The results of the study revealed that: (1) Teachers have a high level of critical thinking disposition which does not significantly change for the variables of gender, school type or seniority, but it does for education level; (2) Teachers have a high level perception of their own professionalism within professional awareness and emotional labor dimensions of occupational professionalism. They have a moderate level perception of their own professionalism within contribution to organization and personal development dimensions of occupational professionalism. Their total perception scores do not sinificantly change for the veriables of gender, education, school type or seniority. (3) The dimensions of critical thinking dispositions of teachers together predict a significant part of their occupational professionalism perceptions. In short teachers' critical thinking dispositions seem to be an important component of teacher professionalism.

Teachers’ Perceived Knowledge in Developing Critical Thinking in the Literature Classroom

“…Furthermore, it is true that without proper practice, the knowledge of critical thinking skills alone is insufficient to allow them to practice the skills effectively in the classrooms, especially in teaching literature. Numerous studies suggested that the acquisition of critical thinking skills is not autonomous (Ekinci and Ekinci, 2017) and knowledge gained should be acquired and practiced. The results from a few studies such as Palavan (2020) and Ekinci and Ekinci (2017) indicated that even those who possess the skills could not effectively use critical thinking skills in many situations requiring them to think critically.…”

Validity and Reliability of Critical Thinking Disposition Inventory

“…Cekin [25] found that the prospective culture/religion teachers at Ankara University of Turkey had good critical thinking dispositions. Ekinci and Ekinci [26] reported that the critical thinking dispositions of teachers were closely related to the teachers' perception of professional works.…”

Humour Styles and Critical Thinking Dispositions in Adolescents

“…Even though these skills are a prerequisite for critical thinking, it is not enough for the individual to have these skills for realizing critical thinking. The studies show that even though individuals have these skills, they are unable to use them in many cases (Ekinci & Ekinci, 2017). Because critical thinking comprises several dispositions along with these skills and requires coexistence of skills and dispositions.…”

“…which includes trusting in the skill of reasoning (Ertaş Kılıç and Şen, 2014;Ekinci and Ekinci, 2017). This is a significant result.…”

“…Her ne kadar eleştirel düşünme için bilişsel beceriler önemli olsa da bireyin bu becerilere sahip olması eleştirel düşünmenin gerçekleşmesi için yeterli değildir. Yapılan araştırmalar, bireylerin bu becerilere sahip oldukları halde, pek çok durumda bu becerileri kullanamadıklarını göstermiştir (Ekinci & Ekinci, 2017). Çünkü eleştirel düşünme için beceri ve eğilimlerin bir arada bulunması gerekmektedir.…”