EFL teachers’ classroom management orientations: investigating the role of individual differences and contextual variables

This study investigated Iranian EFL teachers’ classroom management orientations and their relationship with teachers’ individual differences and contextual variables. Three hundred male and female EFL teachers filled in the Attitudes and Beliefs on Classroom Control inventory and a personal information questionnaire. The results showed that teachers’ classroom management orientations were not related to their age, gender, experience, and school type. However, teachers’ educational level and the district of school location were related to only instructional management, implying that teachers’ with MA degrees and those who worked in unprivileged areas were found to be less interventionist and less controlling teachers.