Use of behavior management strategies by EFL teachers

This study aimed to explore the EFL teachers’ use of behavior management strategies and their self-efficacy and success in using them. The sample consisted of 57 secondary school EFL teachers who participated in the study voluntarily. Participants filled out the Behavior Management Strategies Questionnaire (Reupert and Woodcock, 2010) and estimated the frequency of their use of strategies and their level of self-efficacy and success in them. Results showed that EFL teachers used differentiation in curriculum and prevention strategies more frequently than other strategies. Overall, teachers felt higher self-efficacy and success in strategies that they used more frequently. It was concluded that for the better management of classroom behavior, factors contributing to the occurrence of misbehavior should be identified and addressed at the outset.

Keywords:

behavior management strategies , self-efficacy , success , frequency