Role of Iranian EFL Teachers Biological Factors in Managing Learners Misbehaviours

Classroom management is a key component of teachers professional competent for promoting learning. This study investigated teachers classroom management strategies in responding to Iranian EFL learners misbehaviours in terms of teachers biological factors including age and gender. The participants of the study were 75 (41 females and 34 males) teachers at universities and in language institutes of Fars Province, Iran. The study enjoyed a descriptive design using two sets of instruments encompassing a Five Likert-scale questionnaire and a semi-structured interview for collecting the data. The questionnaire determined teachers classroom management strategies and the interview collected their opinions regarding classroom management. To analyze the data, one-way ANOVA and an independent sample t-test were run. The findings indicated that teachers age and gender had significant effects on the types of strategies that they used when they faced misbehaviour. The findings also revealed that male teachers significantly used the strategies such as verbal warning, and female teachers removing the student from the class. The age groups were different in terms of using two strategies namely reward student with free time or activities and lower students grade. The findings could have implication for curriculum designers, EFL teachers, aand policymakers because they could enhance their skills in better management of behaviors.