Teachers’ Perception of Classroom Management Practice: The Case of English Language Teachers in Iran

This study set out to examine the classroom management beliefs of Iranian EFL teachers working in language institutes in Ilam, Iran. Teachers‟ perceptions were investigated with respect to a number of variables including teachers‟ gender, age, teaching experience, educational degree, and the level they taught to see how these variables lead to differences in teachers‟ perception. To this end, 122 EFL teachers (69 females and 53 males) participated in the study. The Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin, Yin, & Baldwin, 1998) were adopted as the instrument in this study. Results revealed significant differences in teachers‟ beliefs about classroom management with respect to the variables under study. They tended to believe in imposing strong control when managing their classrooms and males showed more and females showed less interventionist attitudes when managing their instruction. Finally, these findings would contribute to the body of classroom management literature by adding the perspective form an Iranian context.