Coping Strategies Employed by EFL Teachers to Avoid Classroom Management Constraints: Scale Development and Validation
Publish place: Issues in Language Teaching، Vol: 10، Issue: 2
Publish Year: 1400
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_ILT-10-2_010
تاریخ نمایه سازی: 23 خرداد 1401
Abstract:
Classroom management constraints and how English teachers cope with or remove them effectively have significantly impacted both EFL teachers and teacher educators. However, the coping strategies employed by teachers with high and low levels of expertise have not been thoroughly explored yet. To this end, first ۲۲ teachers in one language institute in Tehran were interviewed and their main coping strategies were extracted through qualitative analysis of the interviews. Then, the extracted strategies were worded into items carefully. The questionnaire of EFL teachers’ coping strategies was validated for the purpose of the study. The findings revealed that the participants used twenty-three coping strategies under two sub-constructs: problem-focused and emotion-focused strategies, based on exploratory factor analysis. One hundred EFL teachers with high and low levels of expertise (fifty in the high and fifty in the low group) responded to the items in the coping strategy questionnaire. The results revealed that highly expert teachers used the extracted coping strategies more frequently. Furthermore, the researchers confirmed that teachers need in-service training courses on coping strategies to manage their classes effectively. The results have some implications for stakeholders, namely English language teachers, teacher educators, language institutes, education departments, and EFL curriculum developers.
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Authors
سید رضا به آفرین
Assistant Professor, TEFL, Islamic Azad University, North Tehran Branch, Tehran, Iran
محمد شاکر خوشرودی
Ph.D. Candidate, TEFL, Islamic Azad University, North Tehran Branch, Tehran, Iran
جهانبخش نیکوپور
Assistant Professor, TEFL, Islamic Azad University, North Tehran Branch, Tehran, Iran
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