بررسی ارتباط بین جهت گیری مدیریت کلاسی دبیران زبان ایرانی و سبک های تدریس آنان

the present study aimed at investigating the relationship between iranian efl teachers’ classroom management orientations and their teaching styles. additionally, the difference between male and female teachers’ teaching styles and classroom management orientations and their relationship with experience and age were explored. three hundred efl teachers filled in attitudes and beliefs on classroom control inventory and teaching activities preference questionnaire. the result showed that iranian efl teachers adopt an interventionist approach toward classroom management with regard to all three orientations of the classroom management (instructional management, people management, and behavior management). in addition, it was found that iranian male and female efl teachers do not much differ with regard to their classroom management orientations, and regardless of their age and teaching experience they are interventionist and controlling in their classes. moreover, the findings of the present study indicated that iranian efl teachers use a variety range of teaching activities including thinking (m=4.29), sensing (m=4.44), judging (m=4.40), intuitive (m=4.18), feeling (m=4.15), extroverting (m=4.12), and introverting (m=3.75) type activities. however, the findings suggested that they prefer thinking, sensing, and judging type activities to others. it was also found that female teachers were different from male teachers with regard to extroverting (t=3.70, p<.05), sensing (t=4.15, p<.05), and feeling (t=2.81, p<.05) types of activities. the results also showed that age and experience were inversely related to sensing style of teaching and they were positively related to thinking style of teaching. finally, the results of the study indicated that a positive and significant relationship exists between classroom management orientations and all activities teachers use (except judging and perceiving type), implying that those teachers who are more controlling and interventionist use more activities than those teachers who are more interactionalist in english classes. key words: classroom management, teacher experience, teaching style,iranian efl teachers