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Introduction

In recent years, there has been a growing emphasis on the importance of critical thinking skills in education. Critical thinking skills are crucial for students to be able to analyze information, evaluate arguments, and make informed decisions. Teachers play a vital role in fostering the development of these skills in their students. One factor that has been identified as influential in promoting student critical thinking skills is teacher self-efficacy.

Teacher self-efficacy refers to a teacher’s belief in their ability to effectively teach and positively impact student learning outcomes. Research has shown that teachers with high levels of self-efficacy are more likely to use effective instructional strategies, provide meaningful feedback, and create a supportive learning environment, all of which are important factors in promoting student critical thinking skills.

This thesis aims to examine the role of teacher self-efficacy in promoting student critical thinking skills. By exploring the relationship between teacher self-efficacy and student critical thinking skills, this study seeks to provide valuable insights for educators, policymakers, and researchers interested in improving educational practices and outcomes.

Table of Contents

Chapter 1: Introduction
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Theoretical Framework of Teacher Self-efficacy
2.2 Definition and Importance of Critical Thinking Skills
2.3 The Relationship between Teacher Self-efficacy and Student Critical Thinking Skills
2.4 Strategies for Promoting Critical Thinking Skills in the Classroom
2.5 Empirical Studies on Teacher Self-efficacy and Student Critical Thinking Skills
2.6 Challenges and Barriers in Fostering Student Critical Thinking Skills
2.7 Role of Teacher Training in Enhancing Teacher Self-efficacy
2.8 The Impact of Cultural and Socioeconomic Factors on Student Critical Thinking Skills
2.9 Summary of Literature Review

Chapter 3: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Collection Methods
3.4 Data Analysis Techniques
3.5 Ethical Considerations
3.6 Research Limitations
3.7 Research Validity and Reliability
3.8 Research Implications
3.9 Summary of Research Methodology

Chapter 4: Discussion of Findings
4.1 Overview of Findings
4.2 Relationship between Teacher Self-efficacy and Student Critical Thinking Skills
4.3 Factors Influencing Teacher Self-efficacy and Student Critical Thinking Skills
4.4 Implications for Educational Practice
4.5 Recommendations for Future Research
4.6 Conclusion

Chapter 5: Conclusion and Summary
5.1 Summary of Findings
5.2 Conclusion
5.3 Practical Implications
5.4 Recommendations for Educators and Policymakers
5.5 Contributions to the Field
5.6 Suggestions for Future Research
5.7 Final Thoughts

This thesis aims to contribute to the existing literature by providing a comprehensive analysis of the role of teacher self-efficacy in promoting student critical thinking skills. By exploring the factors influencing teacher self-efficacy and student critical thinking skills, this study seeks to offer practical recommendations for educators and policymakers to enhance teaching practices and improve student outcomes.

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