The relationship between EFL teachers’ beliefs and actual practices of classroom management
Year: 2015
Type: article
Study design: Observational Study
Abstract: This study aimed at analyzing Iranian EFL teachers’ beliefs toward classroom management and the relationship between teachers’ beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional management scale inventory and direct class observation through a researcher made classroom management observation checklist. The findings showed that EFL teachers favored interactionalist orientation on behavior and instructional management dimensions. Findings also indicated that male teachers were not significantly different from females in terms of the relationship between their beliefs and actual practices. However, there was a significant relationship between teachers’ beliefs and their actual practices of classroom management among less experienced teachers. It was further found that increase in teachers’ educational level led to decrease in discrepancy between their beliefs and actual practices.
Source: Cogent Education
Authors: Mohammad Aliakbari, Mohsen Heidarzadi
Institution: Ilam University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,165
OpenAlex ID: W1514742127