The current study examined the associations between critical thinking (CT) with emotional
intelligence (EI) and also with self-efficacy at high schools. To this aim, 64 high school EFL
teachers participated in the study. The participants were required to complete the "Teachers'
Sense of Efficacy Scale", the "Emotional Intelligence Questionnaire" and the "Watson-Glaser
Critical Thinking Appraisal". ِ Descriptive statistics, Pearson product-Moment correlations
and regression analyses were employed to analyze the data. The findings of the study
revealed that CT was related to EI, but not to self-efficacy. Furthermore, no moderating roles
were found for age, gender or teaching experience in the relationship between CT and EI.
Taken together, these findings advance the understanding of the interplay between CT and
EI.
