چکیده:
چکیده
خلاصه ماشینی:
, 1998), developed to explore teachers‟ classroom management perceptions, has been extensively used to explore teachers perceptions considering various factors such as gender, (Yavuz, 2009; Martin &Yin, 1997; Martin, Yin, & Baldwin, 1997; Savran & Cakiroglu, 2004) experience levels, (Ritter, 2003; Yavuz, 2009; Martin & Baldwin, 1994; Martin & Shoho, 2000; Ritter & Hancock, 2007; Martin & Baldwin, 1992, 1993) age, (Martin & Shoho, 2000) efficacy beliefs, (Gencer & Cakiroglu, 2007; Yilmaz & Cavas, 2007; Celep, 2000; Bandura, 1997) and many other variables like setting, ethnicity, educational background, training, and characteristics of the students which are just a few of the factors impacting classroom management beliefs and attitudes.
Martin and Yin (1997) investigated differences between the classroom management beliefs of male and female educators via the Attitudes and Beliefs on Classroom Control (ABCC) inventory and the 16 personality factor (PF) questionnaire.
Results revealed that pre-service science teachers showed non-interventionist orientations on the People Management subscale, whereas they had interventionist orientations on the Instructional subscale and no significant difference was revealed between pre-service science teachers‟ perceptions of classroom management beliefs on the two subscales of the ABCC Inventory regarding gender and grade level.
Inspired by such discrepancies in the results regarding classroom management beliefs, the scarcity of scholarly research in this area in Iranian contexts, and what was stated above as to the place of classroom management training within Iranian educational system in general, this study is an attempt to examine classroom management practice among EFL teachers through their perceptions of this construct.