ThestudyinvestigatedEFLteachers’currentlevelofcriticalconsciousnessaswell astheirbeliefsabouttheeducationalcontextwheretheytaught.Thestudyalso explored how gender, teaching experience, workplace, and academic degree differentiatedtheparticipantswithregardtotheircriticalconsciousness.Drawing upontherelatedliteratureandtheexistingquestionnairesinthefield,wedesigned and validated a questionnaire applying technical statistical procedures (e.g., confirmatoryfactoranalysis).Thequestionnairewasthencompletedby310English teachersteachingindifferentlanguageinstitutionsacrossthecountry.Thefindings revealedthat,ingeneral,EFLteachers’currentlevelofcriticalconsciousnesswas above average. However, they believed that the educational context did not encourage and cultivate in them critical consciousness. It was also found that, contrarytoexpectations,theacademicdegreedidnotdifferentiateteachersinthis regard.Moreover,maleandfemaleteacherswerefoundnottobesignificantly different in their critical consciousness. The theoretical and pedagogical implicationsarediscussedinthepaper.
