English as a Foreign Language Teachers’ Proactive Classroom Management Strategies and Their Self-Efficacy

The present investigation investigated the proactive classroom management strategies and self-efficacy of ۱۱۰ EFL teachers (۷۷ females and ۳۳ males) and examined if there were differences in their use of such strategies based on gender and experience level. To this end, the study used the Competency and Behavior Management survey created by Herrera and Little (۲۰۰۵) and the scale for measuring Teachers' Sense of Efficacy created by Tschannen-Moran and Woolfolk Hoy (۲۰۰۱) were utilized in this study. Additionally, ۱۵ teachers were interviewed to gather their opinions on management strategies and self-efficacy. The analysis of Pearson correlation indicated a statistically significant positive relationship between EFL teachers’ use of proactive classroom management strategies among English as a Foreign Language (EFL) teachers and their perceived levels of self-efficacy. Moreover, an analysis using the independent-sample t-test demonstrated a noteworthy disparity in the utilization of proactive strategies among teachers with varying levels of experience; that is, less experienced teachers used proactive strategies less frequently than more experienced teachers. No positive difference in proactive strategy use was found between male and female EFL teachers. These findings impact teacher education programs by emphasizing the significance of self-efficacy in managing classrooms.

Keywords:

EFL teachers , experienced teachers , proactive classroom management strategies , Self-efficacy