The Relationship between EFL Teachers' Beliefs and Actual Practices of Classroom Management

Autor/inn/en	Aliakbari, Mohammad; Heidarzad, Mohsen
Titel	The Relationship between EFL Teachers' Beliefs and Actual Practices of Classroom Management
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 1039255 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2015.1039255
Schlagwörter	Foreign Countries; English (Second Language); Language Teachers; Teacher Attitudes; Beliefs; Educational Practices; Classroom Techniques; Correlation; Gender Differences; Academic Degrees; Teaching Experience; Data Collection; Check Lists; Educational Attainment; Measurement Techniques; Questionnaires; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Belief; Glaube; Bildungspraxis; Klassenführung; Korrelation; Geschlechterkonflikt; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Data capture; Datensammlung; Checkliste; Bildungsabschluss; Bildungsgut; Messtechnik; Fragebogen; Statistische Analyse
Abstract	This study aimed at analyzing Iranian EFL teachers' beliefs toward classroom management and the relationship between teachers' beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional management scale inventory and direct class observation through a researcher made classroom management observation checklist. The findings showed that EFL teachers favored interactionalist orientation on behavior and instructional management dimensions. Findings also indicated that male teachers were not significantly different from females in terms of the relationship between their beliefs and actual practices. However, there was a significant relationship between teachers' beliefs and their actual practices of classroom management among less experienced teachers. It was further found that increase in teachers' educational level led to decrease in discrepancy between their beliefs and actual practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01