طاهره ثانوی

This study investigates an integrated model linking Iranian English as a Foreign Language (EFL) teachers’ epistemological belief, metacognitive awareness, critical thinking abilities, and their professional development. Using a structural equation modeling (SEM) approach, the research tests a hypothesized model in which epistemological beliefs and metacognitive awareness predict critical thinking, which in turn mediates their relationships with professional development. Data were collected from 150 Iranian EFL teachers using some validated instruments. After assessing the measurement model, SEM was employed to test the direct and indirect pathways. The results supported the hypothesized model, revealing that critical thinking skills significantly mediated the relationship between epistemological beliefs and professional development. Furthermore, metacognitive awareness demonstrated both a direct effect on professional development and an indirect effect through critical thinking. The findings underscore the importance of fostering metacognitive and critical thinking skills in EFL teachers to enhance their professional growth. This study contributes to the literature by elucidating the cognitive mechanisms underlying teacher development, offering practical implications for designing teacher education and professional development programs in Iran and similar contexts.