On Iranian EFL Teachers’ Perceptions of Classroom Management: Knowledge and Practice in Focus

Subject Areas :

Zohreh Jafari ¹ , Leila Anjomshoa ² , Neda FatehiRad ³

1 - Ph.D. Candidate, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - دانشجوی کارشناسی ارشد گروه علم اطلاعات و دانش شناسی دانشگاه پیام نور- واحد مشهد

Received: 2022-03-13 Accepted : 2022-04-20 Published : 2022-04-25

Keywords: Classroom management, Classroom management knowledge, Classroom management practice, Perception,

Abstract :

This qualitative study aimed to explore EFL teachers’ perceptions of classroom management. Thirty Iranian EFL teachers teaching at different private institutes and universities in Iran participated in this study via convenience sampling from different virtual groups through WhatsApp or Telegram. The required data were collected through a semi-structured interview and an open-ended questionnaire. The collected data were analyzed through thematic analysis using MAXQDA. The results showed that EFL teachers attributed their knowledge of classroom management to the following resources: academic knowledge, personal opinions, past experiences, professional events, contextual interpretations, and feedback. The results also revealed that EFL teachers’ perceptions of classroom management were grouped into a range of aspects, including responses to students’ misbehavior, class communication, fulfillment of learner expectations, time management, care for and attention to learners, giving and receiving feedback, interactions with students’ families, flexibility, accountability and commitment, lesson planning, group work planning, and professional ethics. The findings have implications for EFL teachers, teacher educators, supervisors, and teacher education curriculum planners.

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