The role of critical thinking dispositions and depressive symptoms in predicting teacher candidates’ perceptions of ‘teacher self-efficacy’

Oct 15, 2026

The purpose of this study was to examine how pre-service teachers’ perceptions of teacher self-efficacy relate to critical thinking dispositions and depressive symptoms. A correlational survey design with 450 Turkish pre-service teachers was used. The California Critical Thinking Disposition Scale, Beck Depression Inventory, and Teacher Self-Efficacy Scale collected data, analyzed via Pearson correlation and multiple regression. Critical thinking disposition and depressive symptom subdimensions showed significant positive correlations with all teacher self-efficacy dimensions. Results also indicated that both variables predicted self-efficacy beliefs, informing teacher education and future research.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Abstract

Introduction

Background of teacher self-efficacy

Links between self-efficacy and teaching outcomes

Motivation and relevance for teacher preparation

Critical thinking in education

African Educational Research Journal Vol. 11(3), pp. 293-299, July 2023 DOI: 10. 30918/AERJ.113.23.047 ISSN: 2354-2160 Full Length Research Paper The role of critical thinking dispositions and depressive symptoms in predicting teacher candidates’ perceptions of ‘teacher self-efficacy’ Ayşegül Kılıçaslan Çelikkol1 and Ayça Köksal Konik2* 1 Department of Educational Sciences, Hasan Ali Yücel Faculty of Education, Istanbul University Cerrahpaşa, Turkey. 2 Department of Special Education, Hasan Ali Yücel Faculty of Education, Istanbul University Cerrahpaşa, Turkey. Accepted 5 July, 2023 | ABSTRACT
The purpose of this study was to examine the relationships among pre-service teachers' perceptions of teacher self-efficacy (TSE), critical thinking dispositions (CTD), and depressive symptoms. Correlational survey, one of the quantitative research designs, was used as the research design of this study. The participants of the study consisted of 450 pre-service teachers studying at the Faculty of Education of a state university in Turkey. The California Critical Thinking Disposition Scale, Beck Depression Inventory, Teacher Self-Efficacy Scale, and a researcher-developed demographic information form were used to collect data. The collected data was analyzed using the Pearson Moment Correlation Coefficient and multiple regression analysis techniques. The results of the study revealed that the subdimensions of critical thinking disposition and depressive symptoms had significant positive correlations with all dimensions of teacher self-efficacy. Another important finding was that CTD and depressive symptoms are important variables in predicting preservice teachers' self-efficacy beliefs. The present study also addressed the implications for teacher education and provided insights for future research directions.
Keywords: Teacher self-efficacy, critical thinking dispositions, depressive symptoms. | | --- | | *Corresponding author. E-mail: [akoksal@iuc.edu.tr](akoksal@iuc.edu.tr). | INTRODUCTION The development of effective and confident teachers is paramount to ensuring quality education. Understanding the factors that influence preservice teachers'development and well-being is critical to promoting their effectiveness and success in the teaching profession. Teacher self-efficacy reflects individuals' beliefs in their ability to effectively perform teaching tasks and positively impact student outcomes. Critical thinking dispositions encompass the dispositional traits and tendencies that shape individuals' inclination and ability to think critically. Meanwhile, depressive symptoms may influence preservice teachers' emotional well-being and potentially impact their self-efficacy beliefs. By examining these relationships, the research aims to contribute to the existing understanding of teacher development and provide insights for designing targeted interventions and support systems to enhance preservice teachers' efficacy, critical thinking skills, and emotional well-being. Through a comprehensive analysis, this study sheds light on the complex relationship between these factors and provides valuable guidance for teacher education programs and future research efforts in this area. Self-efficacy, a psychological construct founded on Bandura's (1977, 1997) social cognitive theory, refers to an individual's belief in his/her capability to organize and execute the necessary activities to achieve a certain performance. In other words, self-efficacy is an individual's perception and belief about their ability and capacity to cope with different situations and accomplish a particular activity (Senemoğlu, 2004) . Ozer and Bandura (1990) stated that self-efficacy is “concerned with the motivation, cognitive resources, and courses of action needed to Afr Educ Res J 294 exercise control over given events’’ (p. 472) . The concept has been extensively studied and has been found to have a significant impact on various domains

FAQs

What variables does the study examine in relation to teacher self-efficacy?

The study examines pre-service teachers’ perceptions of teacher self-efficacy alongside critical thinking dispositions and depressive symptoms.

What research design and participants were used?

A correlational survey design was used with 450 pre-service teachers from the Faculty of Education of a state university in Turkey.

How were the study data analyzed?

Data were analyzed using the Pearson Moment Correlation Coefficient and multiple regression analysis techniques.

Oct 15, 2026

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