The study investigated EFL teachers’ current level of critical consciousness as well as their beliefs about the educational context where they taught. The study also explored how gender, teaching experience, workplace, and academic degree differentiated the participants with regard to their critical consciousness. Drawing upon the related literature and the existing questionnaires in the field, we designed and validated a questionnaire applying technical statistical procedures (e.g., confirmatory factor analysis). The questionnaire was then completed by 310 English teachers teaching in different language institutions across the country. The findings revealed that, in general, EFL teachers’ current level of critical consciousness was above average. However, they believed that the educational context did not encourage and cultivate in them critical consciousness. It was also found that, contrary to expectations, the academic degree did not differentiate teachers in this regard. Moreover, male and female teachers were found not to be significantly different in their critical consciousness. The theoretical and pedagogical implications are discussed in the paper.
