The Role of the Teacher in Developing Critical Thinking Among High School Students

Abstract

Developing students’ critical thinking has become an essential goal of 21st-century education. This study investigates how teachers’ and principals’ perceptions, professional role identity, instructional practices, systemic conditions, and school-level support influence the development of critical thinking among high school students in Israel. Using a five-domain ecological framework, the study draws on survey data from 340 educators. Results show strong endorsement of critical thinking but only moderate implementation of higher-order instructional strategies. Systemic conditions represent the strongest barriers to implementation. Principals report consistently higher scores across all domains compared to teachers. Regression analyses reveal that Teacher Role and Systemic Conditions are the strongest predictors of instructional strategies. Policy recommendations include reducing curriculum overload, enhancing teacher autonomy, reforming assessment structures, and fostering collaborative school cultures. The five-domain ecological model provides a practical framework for schools seeking to advance critical-thinking pedagogy.