This study explored the relationship among EFL teachers’ self-efficacy, language proficiency, and classroom management. A total of 110 Iranian EFL teachers of different levels of high schools and private language schools in Tehran participated in this research. The data were collected through two questionnaires and one test: the Teacher Self-Efficacy Scale and a sample TOEFL were administered i...

In spite of the significant role of teachers in the efficacy of classroom management particularly in teaching English as a Foreign Language, the issue has not been addressed sufficiently especially in relation with other individual variables. Hence, this study made an attempt to investigate the association between Iranian EFL teachers’ classroom management, reflective thinking and transformatio...

This paper presents an automated environment configuration testing strategy developed as part of an action research project to deal with issues of staging environment instability in a large organization. We demonstrate how a suite of automated environment configuration tests provided an unobtrusive way to verify the hospitability of staging environments, decreased the time wasted on manual trou...

the purpose of this paper is to evaluate the effects of infrastructure and strategy of knowledge management on acquisition of core competencies through knowledge management process in ‘iran khodro company’. research method was descriptive-correlation. statistical population encompassed 400 members of supervisors, middle managers, and senior managers in iran’s ikco. the opinions of 198 members w...

with regard to the impossibility of preparing learners for each situation that they might encounter in their life, it is more logical to teach them how to cope with unexpected challenges. helping learners ‘learn how to help themselves’ can be facilitated by means of tasks and activities in the classroom context. this paper presents some of the find- ings of a study on iranian young learners bet...

The important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach where participants (n = 123) explored and discussed classroom sce...