EFL TEACHER’S ATTITUDES AND BELIEFS REGARDING CLASSROOM MANAGEMENT STYLE: THE CASE OF GENDER AND TEACHING EXPERIENCES

Mostafa Saeedi

Abstract


Classroom management is one of the main areas of concern expressed by educators at all levels. The purposes of this study were to examine whether there is any significant difference between inexperienced and experienced EFL teachers regarding their classroom management, and also this study investigated whether there is any significant difference between males and females EFL teachers in terms of classroom management. One hundred and eighty four teachers completed Behaviour and Instructional Management Scale (BIMS) (Martin & Sass, 2010). The findings showed statistically significant difference between the mean scores of inexperienced and experienced EFL teachers regarding their classroom management. Experienced EFL teachers were found to be more controlling (interventionist) on both behaviour and instructional management subtests. The findings also demonstrated that there was statistically significant difference between male and female EFL teachers in terms of classroom management, which is that male EFL teachers were more interventionist than their female counterparts on two subtests of the BIMS Inventory.

 

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Keywords


classroom management, behaviour and instructional management, interventionist experienced teachers, inexperienced teachers

References


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