The Relationship between EFL Teachers’ Classroom Management Strategies and Their Self-efficacy Beliefs

The current study aimed to explore the possible relationship between English teachers’ classroom management strategies and self-efficacy beliefs. To this end, a total number of 100 high school English teachers were asked to complete Tschannen-Moran and Woolfolk Hoy’s (2001) long form of Teachers Sense of Efficacy Scale and Behavior and Instructional Management Scale (BIMS) inventory were used. To analyze the data, Pearson product-moment correlation test was conducted to find if there was any relationship between high school English teachers’ classroom management and self-efficacy beliefs in general and in terms of their gender in particular. The results demonstrated that the teachers tended to be controlling on both behavior management and instructional management. Moreover, there was a significant relationship between EFL teachers’ instructional management and their self-efficacy beliefs. However, the findings showed that there was a weak relationship between their behavior management and self-efficacy beliefs. In addition, it was observed that there was no statistically significant difference between classroom management strategies and self-efficacy beliefs in terms of the EFL teachers’ gender. The results generally demonstrated that the teachers’ classroom management strategies would contribute to their self-efficacy beliefs. The findings would enrich the current literature on both classroom management strategies and self-efficacy beliefs. The findings pointed to the significance of gaining a conceptual understanding of management for successful teaching to enhance the teachers’ command on managing the instructional and behavioural procedures of the classrooms and thereby, their self-efficacy beliefs.

Keywords:

Classroom management strategies , English as a foreign language , Self-efficacy beliefs