On the relationship between Iranian EFL teachers’ classroom management orientations and teaching style

Abstract

The present study explores Iranian EFL teachers’ classroom management orientations and their relationship with the teaching styles teachers employ in English classes. Three hundred EFL teachers filled in Attitudes and Beliefs on Classroom Control inventory and Teaching Activities Preference questionnaire. It was found that most Iranian EFL teachers were interventionist with respect to their classroom management approaches. Furthermore, it was found that teachers who were more interventionist in their classroom management used more teaching activities than those teachers with interactionalist classroom management orientation. More in-depth analysis revealed that classroom management orientations could predict 28% of the variance of teaching style.

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