Abebe Gebretsadik(PhD)Michael Amale Kirko2025-05-022025-05-022024-12https://etd.aau.edu.et/handle/123456789/5387The purpose of this study is to explore teachers’ perceptions, self-efficacy beliefs and instructional practices regarding critical thinking skills in the teaching reading. The study employed a descriptive survey design that utilized mixed_ methods approaches. Specifically, it utilized the sequential explanatory mixed-methods approach, which involves initially gathering quantitative data, followed by the collection of qualitative data, to provide additional insights and elaboration on the quantitative findings. To achieve this, the researcher employed multiple data collection methods: surveys, interviews, document analysis and non-participant classroom observations. The study sample consisted of forty university teachers and sixty second- year English major students who completed the survey. Besides, seven experienced instructors who taught reading courses at the university were purposively selected for interviews, while two instructors who were offering reading skills courses, were observed in their classrooms. Additionally, for document analysis, three texts were randomly selected from six texts the teachers selected for the classroom practices to examine how they infused critical thinking skills in the activities. And the passages that teachers used for reading skills tests were analyzed to assess how the teachers integrated the critical thinking skills into them. The teachers’ perceptions about critical thinking skills was strong (m=3.59). However, the participants’ classroom practices of integrating critical thinking skills in the reading activities and tests were insufficient. Moreover, the teachers’ self-efficacy beliefs for critical thinking strategies was moderate (m=3.33); this contradicts the result of students’ survey that revealed the implementation of critical thinking strategies was insufficient (m=2.91). Similarly, the classroom observation revealed that the teachers’ use of critical thinking strategies in the reading classroom was inadequate (m=2.24). Furthermore, teachers perceived that student-related factors (m=3.76) influenced the practices of critical thinking skills in the reading classroom more than the teacher-related ones (m=3.64). In conclusion, teachers who possess a high level of self-confidence are more likely to excel in integrating critical thinking skills into reading activities and assessments, as well as implementing strategies that enhance students' reading comprehension. However, the teachers’ strong level of perceptions of critical thinking skills alone may not guarantee to implement them. Therefore, it is imperative to train teachers in the integration of critical thinking skills in an interactive reading curriculum to motivate and engage students and help them comprehend reading skills in greater depth. The research contributes to the theoretical and practical awareness for teachers to integrate critical thinking skills in reading instruction. Further research is also needed to explore how the integration of critical thinking skills impacts students' reading comprehension.en-USself-efficacy beliefsThesis