ANALYTICAL AND INTERPERSONAL SKILLS AS PREDICTORS OF CRITICAL THINKING IN TEACHERS

Abstract

This article explores how analytical (data analysis, problem-solving) and interpersonal (assertive communication, teamwork) skills influence teachers' critical thinking in resource-scarce environments in northern Peru. Using a sequential mixed-methods approach, the study employs a structural equation model (SEM) and Random Forest, analyzing data from 300 teachers. The results show that 76.5% of the variability in critical thinking is explained by factors such as resource availability, analytical and interpersonal skills, self-efficacy, and metacognition. Resource scarcity emerges as the dominant predictor (-23.64 points, p < 0.001), while interpersonal skills (β = 2.81, p = 0.001) slightly outperform analytical skills (β = 2.46, p = 0.003). Self-efficacy acts as a significant mediator (β = 1.08, p = 0.008), although metacognition shows a marginal effect (β = 1.55, p = 0.056). Surprisingly, gender does not influence the results (β = 1.18, p = 0.219). These findings, aligned with the 4Cs model and Bandura's theory, highlight the relevance of interpersonal skills and structural barriers in low-resource contexts. The study fills gaps in the Latin American literature, proposing interventions such as communication workshops and resource policies, with implications for educational equity. However, its generalizability is limited by its cross-sectional approach and restricted sample size, suggesting future longitudinal studies with larger sample sizes.