Developing and Validating a Model of Classroom Management Literacy for Iranian EFL Teachers
محورهای موضوعی : Journal of Applied Linguistics Studies
Zohreh Jafari
1
,
Leila Anjomshoa
2
,
Neda Fatehi Rad
3
1 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
کلید واژه: Classroom Management, Classroom management Strategies, Classroom Management Knowledge, Classroom Management Practices,
چکیده مقاله :
The researchers noticed the empty place of a model of classroom management literacy for Iranian EFL teachers in the extant literature. By employing a mixed-methods design, this research developed a model of classroom management literacy for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers who were experienced and Ph.D. holders in TEFL, participated in the qualitative phase via random sampling method from virtual groups of high school EFL teachers in WhatsApp or Telegram. Moreover, 300 Iranian EFL teachers as the participants of the qualitative phase were conveniently selected to participate in the quantitative phase. Data collection was done via a closed-ended questionnaire, an open-ended questionnaire, and a semi-structured interview. In the qualitative stage, a model of classroom management literacy was developed, involved the grounded theory-based data analysis. In the quantitative phase, using Structural Equation Modeling (SPSS and AMOS 24 software), the developed model of classroom management literacy for Iranian EFL teachers was exposed to validity and reliability analysis. According to the qualitative and quantitative results, a model of classroom management literacy for Iranian EFL teachers developed in two main categories, including knowledge resources of classroom management and classroom management practices. These two categories consisted of some sub-categories. At a more specific level, these two categories were sub-categorized into some strategies. Moreover, the results showed that the developed model of classroom management literacy for Iranian EFL teachers was of high validity and reliability. The findings have some implications for EFL teacher education researchers, policymakers, curriculum developers, and teachers.
The researchers noticed the empty place of a model of classroom management literacy for Iranian EFL teachers in the extant literature. By employing a mixed-methods design, this research developed a model of classroom management literacy for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers who were experienced and Ph.D. holders in TEFL, participated in the qualitative phase via random sampling method from virtual groups of high school EFL teachers in WhatsApp or Telegram. Moreover, 300 Iranian EFL teachers as the participants of the qualitative phase were conveniently selected to participate in the quantitative phase. Data collection was done via a closed-ended questionnaire, an open-ended questionnaire, and a semi-structured interview. In the qualitative stage, a model of classroom management literacy was developed, involved the grounded theory-based data analysis. In the quantitative phase, using Structural Equation Modeling (SPSS and AMOS 24 software), the developed model of classroom management literacy for Iranian EFL teachers was exposed to validity and reliability analysis. According to the qualitative and quantitative results, a model of classroom management literacy for Iranian EFL teachers developed in two main categories, including knowledge resources of classroom management and classroom management practices. These two categories consisted of some sub-categories. At a more specific level, these two categories were sub-categorized into some strategies. Moreover, the results showed that the developed model of classroom management literacy for Iranian EFL teachers was of high validity and reliability. The findings have some implications for EFL teacher education researchers, policymakers, curriculum developers, and teachers.
