Role of Iranian EFL Teachers' Biological Factors in Managing Learners' Misbehaviours
محورهای موضوعی : Research Paper
Zahra Hashempour
1
(
English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
Azizeh Chalak
2
(
English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
Hossein Heidari Tabrizi
3
(
English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
کلید واژه: gender, EFL learners, Management strategies, teachers, Keywords: Age, Misbehaviour,
چکیده مقاله :
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, and policymakers because it could enhance their skills in better management of 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, and policymakers because it could enhance their skills in better management of learners' misbehaviours.
Abbott, S. (2014). The glossary of education reform. Retrieved from
http://edglossary.org/hiddencurriculum.
International Journal of Foreign Language Teaching and Research, 12 (48), 2024 Islamic Azad University of Najafabad
Role of Iranian EFL Teachers' Biological Factors in Managing … 37
Ahmed, M., Ambreen, M., &Hussain, I. (2018). Gender differentials among teachers'
classroom management strategies in Pakistani context. Journal of Education and
Educational Development, 5(2), 178-193.
Aliakbari, M., Mirzaee, A., &TarlaniAliabadi, H. (2013). On the secondary school teach- ers’
perceptions of students’ misbehaviour: The case of Iranian male and female
teachers.International Journal of Psychology and Behavioral Research,2(5), 240- 249.
Arbuckle, C., & Little, E. (2004). Teachers’ perceptions and management of disruptive classroom
behaviour during the middle years (years five to nine). Australian
Journal of Educational and Developmental Psychology, 4(1),59-70.
Burden, P., R. (1999). Classroom management and discipline: An interactive approach to
facilitate cooperation and instruction.Wiley.
Burden, P., R. (2003). Classroom management: Creating a successful learning community.
Wiley Jossey-Bass Education.
Catledge, G., & Johnson, C. T. (1996). Inclusive classrooms for student with emotional and
behavioural disorder: Critical variables.Theory and Practice, 35(1), 51-57.
Cevallos, L.F.E., &Soto, S.T. (2020). EFL classroom management. MEXRESOL Journal,
44(2), 1-11.
Cooper, P., & Yan, Z. (2014). Some possible effects of behavior management training on
teachers׳ confidence and competence: Evidence from a study of primary school teachers in
Hong Kong. Educational Studies, 41(1), 156-170.
Dalgıç, G., &Bayhan, G. (2014). A Meta-Analysis: Student Misbehaviors That Affect
Classroom Management. Cypriot Journal of Educational Sciences, 9(2), 101-116.
Duke, D.L. (1984). Teacher’s guide to classroom management.Random House.
Farrell, T. S. C. (2006). The first year of language teaching: Imposing order. System, 34(2), 211-
221.
Finn, J.D., Fish, R.M., & Scott, L.A. (2008). Educational sequelae of high school
misbehavior.The Journal of Educational Research, 101(5), 259-274.
Ganji, M., Musaie Sejzehie, F. (2022). The effects of age, gender, teaching experience, teaching
context, and academic degree on Iranian English teachers' classroom management
behaviours. Issues in Language Teaching, 11(1), 223-253.
Gregg, J. (1995). Discipline, control, and the school mathematics tradition. Teaching and
Teacher Education, 11(6), 579-593.
Khan, K., Khan, M. S., & Majoka, M. I. (2011). Gender differences in classroommanagement
strategies at the secondary level. Interdisciplinary Journal of Contemporary Research in
Business, 3(3), 580-588.
Khodabandeh, F., & Jamali, M. (2019). Exploring the relationship between teachers' creativity,
classroom management, age, and gender. Journal of Foreign Language Teaching and
Translation Studies, 4(1), 67-88.
Kulinna, P. H., Cothran, D., &Regualos, R. (2006). Teachers’ reports of student misbehavior in
physical education.Research Quarterly for Exercise and Sport, 77(1), 32-40.
Kulinna, P. H. (2008). Teachers' attributions and strategies for student misbehavior.Journal of
Classroom Interaction, 42(2), 21-30.
Little, E. (2005). Secondary school teachers’ perceptions of students’ problem behaviors.
Educational Psychology, 25(4), 369-377.
Macías, D. F. (2018). Classroom management in foreign language education: An exploratory
review. Profile: Issues in Teachers’ Professional Development, 20(1), 153-166.
Mackey. A., &Gass, S. (2016). Second language research methodology and design (2nded.).
Routledge.
International Journal of Foreign Language Teaching and Research, 12 (48), 2024 Islamic Azad University of Najafabad
38 Hashempour, Z., Chalak, A., & Heidari Tabrizi, H., Vol. 12, Issue 48, 2024, pp. 27-39
Martin, N.K., & Yin, Z. (1997). Attitudes and beliefs regarding classroom management style:
Differences between male and female teachers. Austin,TX. (ERIC Documentation
Reproduction Service No. ED 404 738). Retrieved June 2, 2023,
fromhttps://files.eric.ed.gov/fulltext/ED404738.pdf
Martin, N.K.& Shoho, A.R. (2000). Teacher experience, training, and age: The influence of
teacher characteristics on classroom management style [Paper presentation]. Annual
conference of the Southwest Educational Research Association, Dallas, TX.
Martin, N., Yin, Z. &Mayall, H. (2006). Classroom management training, teaching experience,
and gender: Do these variables impact teachers' attitudes and beliefs towards classroom
management style? [Paper presentation]. Annual conference of the Southwest Educational
Research Association, Austin, TX.
Nejati, R., Hassani, M. T. & Sahrapour, H. (2014). The relationship between gender and student
engagement, instructional strategies, and classroom management of Iranian EFL teachers.
Theory and Practice in Language Studies, 4(6),1219-1226
Omoteso, B., A., & Semudara, A. (2011). The relationship between teachers’ effectiveness and
management of classroom misbehaviours in secondary schools. Psychology, 2(9), 902-
908.
Ozben, S. (2010). Teachers' strategies to cope with student misbehavior. Science Direct, 2, 587-
594.
Rahimi, M., & Asadollahi, F. (2012). EFL teachers’ classroom management orientations:
investigating the role of individual differences and contextual variables. Procedia-Social
and behavioral sciences, 31, 43-48.
Riley, P., Lewis, R., & Brew, Ch. (2010). Why did you do that? Teachers explain the use of
legal aggression in the classroom. Teaching and Teacher Education, 26(4), 957- 964.
Salvano-Pardieu, V., Fontaine, R., Bouazzaoui, B. & Florer, F. (2009). Teachers sanction in the
classroom: Effect of age, experience, gender, and academic context. Teaching and
Teacher Education, 25, 1-11. DOI: 10.1016/j.tate.2008.06.006
Stewart, S.M., Bond, M.H., McBride-Chang, C., Fielding, R., Deeds, O., &Westrick, J. (1988).
Parents and adolescent contributors to teenage misconduct in Western and Asian high
school students in Hong Kong. International Journal of Behavioural Development, 22(4),
847-869.
Thomson, B. (2009). Disruptive behaviors in Barbarian classrooms: Implications for universal
secondary education in the Caribbean. Journal of Eastern Caribbean Studies, 34(3), 39-
58.
Tsouloupas, C.N., Carson, R.L., & Matthews, R.A. (2014). Personal and school cultural
factors associated with the perceptions of teachers’ efficacy in handling student
misbehavior. Psychology in the Schools, 51(2), 164-180.
