A Structural Equation Modeling of the Dynamic Interplay among EFL Teachers’ Classroom Management Approaches, Self-efficacy Dimensions, and Personality Types

Teachers’ classroom management plays a potent role in Teaching English as a Foreign Language, especially in relation to other psychological variables, namely self-efficacy and personality types. Consequently, the present study aimed at generating a structural equation model of evidence to better illustrate the relationship among classroom management, self-efficacy, and personality types as well as the pertinent sub-scales. A sample of ۲۴۹ Iranian EFL teachers completed three questionnaires including the Behavior and Instructional Management Scale, Myers-Briggs Type Indicator Personality Type, and Teacher Efficacy Scale. The structural Equation Modeling (SEM) and the schematic illustration confirmed the hypothesized model (x۲df = ۱.۲۸; RMSEA=.۰۳; RMR =.۰۳; GFI =.۹۸; AGFI=.۹۵; NFI =.۹۸; CFI =.۹۹; IFI =.۹۹; TLI=.۹۸), revealing significant internal interplay among the classroom management approaches, self-efficacy, personality types, and their sub-scales. The results of multiple regression further confirmed the direction of the path model illuminating the predictability power of the teachers’ personality types and their self-efficacy concerning the EFL teachers’ classroom management approaches. In other words, EFL teachers’ personality types and self-efficacy can predict their classroom management approaches. The study offered pedagogical implications for teachers, policymakers, and stockholders.

کلیدواژه ها:

classroom management ، EFL ، personality types ، self-efficacy ، structural equation modeling. ، classroom management ، EFL ، personality types ، self-efficacy ، structural equation modeling.