Innovation in Language Learning

The purpose of this study was to investigate the relationship among EFL teachers’ critical thinking, self-esteem, and classroom management. To carry out the study,  90 EFL teachers who teach in different public and private schools in Gorgan, Iran participated in the study. Honey`s (2005) Critical Thinking Questionnaire was used to measure teachers’ critical thinking. Regarding self-esteem, the Coopersmith Questionnaire  was employed. Two sessions of each teacher’s classes were observed by two raters who used Murdoch`s (2000) checklist to score each teacher’s classroom management and then  their inter-rater reliability was established. To find out the relationship among three variables of this study, the Pearson correlation coefficient was applied in order to identify the relationship among EFL teachers’ critical thinking, self-esteem, and classroom management. Furthermore, a subsequent regression analysis demonstrated that teachers’ critical thinking and self-esteem was  a significant predictor of their classroom management.