Iranian EFL Teachers Identity and Classroom Management

The present study explores Iranian EFL teachers’ identity and its relationship with their classroom management employed in EFL classes. In order to investigate the research problem, 100 hundred EFL teacherswere asked to complete two questionnaires namely teachers professional identity (TPI) and Attitudes and Beliefson Classroom Control inventory (ABCC). The results indicated a statistically significant correlation betweenteachers identity and classroom management. It was found that most Iranian EFL teachers were more controlling in their classes and it is actually the product of traditional book-centered approach and teacher-centeredmethodology in Iranian EFL curriculum and they saw themselves as a combination of types of identity; subjectmatter , didactical and pedagogical . About 17 percent of people and instructional management respondentsenjoyed all three types of identity. Also, this research found teachers professional identity were related to contextual factors like classroom management and how teachers manage their classroom was shaped by their type of identity .

Keywords:

Teachers identity , Classroom management