Exploring Iranian EFL Teachers’ Level of Reflective Thinking; Influence of Gender, Teaching Experience, and Educational Degree

Generally, teachers’ reflective thinking is considered as one of the influential factors in teacher professional development. Moreover, regarding the demand for learning English as a Foreign Language through the world, the importance of teaching professionalism has been heightened dramatically. Therefore, this study explored the relationship between Iranian EFL teachers’ level of reflective thinking and the three teacher variables of gender, educational degree and teaching experience. To this end, 247 Iranian EFL teachers took part in the study. Cho & Oo (2012) Reflective Thinking Scale was applied to measure the variable. To analyze the data, Descriptive statistic, Independent sample t-test and One-way ANOVA were run. The results revealed that Iranian EFL teachers’ level of reflective thinking was higher than the average level. Concerning the impact of demographic variables, it was found that gender did not statistically impact teachers’ level of reflective thinking. Additionally, educational degree and teaching experience significantly influenced teachers’ reflective thinking.