International Journal of English Research

Authors
Pantea Pahlavani, Assistant Professor, Majid Rezazadeh

Abstract
Teachers play a vital role in the success or failure of their learners in any educational setting and second language learning is not an exception. Accordingly, research on teachers and their related factors has received a great attention in recent years. The main objective of the present study was to investigate the predictability of Iranian EFL teachers’ perception of identity and teaching style with their sense of classroom management. To this end, 120 EFL teachers were selected from different language institutes in Tehran and Karaj. The participants were asked to complete three standardized questionnaires including ‘‘Behavior and Instruction Management Scale (BIMS)”, the ‘‘Teaching Style Inventory (TSI)”, and the ‘‘Teacher perception of identity”. After data collection and analysis, it was revealed that there is a positive and significant relationship between teachers’ perception of identity with their sense of classroom management, as well as between their teaching style and sense of classroom management. Furthermore, utilizing multiple regression analysis showed formal authority among teaching styles and perception of identity had the prediction power in teachers’ sense of classroom management. Moreover, by comparing the standardized Beta coefficients, it was revealed formal authority could be a better predictor for classroom management rather than teachers’ perception of identity. The findings of the present study would have implications in second language teacher education and teacher training.