Abstract

Teachers’ autonomy support has attracted increased scholarly attention due to its positive effects on students and educational outcomes. This study examined a moderated mediation model to explore the underlying mechanisms linking critical thinking disposition and teachers’ autonomy support. In this study, we proposed teacher autonomy as a mediator and self-efficacy as a moderator of the relationship between critical thinking disposition and teachers’ autonomy support. Data collected from 417 teachers in Türkiye were analyzed utilizing bootstrapping tests. The results revealed both significant direct and indirect effects of critical thinking disposition on teachers’ autonomy support through teacher autonomy. Self-efficacy significantly moderated the relationship between critical thinking disposition and teacher autonomy. In addition, self-efficacy significantly moderated the strength of the mediated relationship between critical thinking disposition and autonomy support. When teachers experienced higher self-efficacy, the positive indirect effects of critical thinking disposition on teachers’ autonomy support were found to be stronger than on counterparts who experienced low self-efficacy. Our discussion emphasizes the benefits of comprehending the functions of teacher autonomy and self-efficacy in contributing to the effectiveness of critical thinking disposition on teachers’ autonomy support. Our findings provide practical recommendations for enhancing teacher autonomy and self-efficacy.

Keywords: Critical thinking, Autonomy support, Teacher autonomy, Self-efficacy, Moderated mediation, Teacher

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Çolak, İ., & Yazıcı, A. Ş. (2026). The relationship between teachers’ critical thinking disposition and teachers’ autonomy support: a moderated mediation model of teacher autonomy and self-efficacy. Education and Science, 51(226), 421-439. https://doi.org/10.15390/ES.2026.2473