EFL Teachers’ Language Proficiency, Classroom Management, and Self-Efficacy

Document Type : Research Paper


Central Tehran Branch, Islamic Azad University, Tehran, Iran


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 in two different sessions while two sessions of each teacher’s class were observed by two raters who used the Murdoch(2000) checklist to score the effectiveness of each teacher’s teaching. To find out the relationship among the three variables of this study, that is the teachers’ self-efficacy, language proficiency, and classroom management, a Pearson correlation was carried out. The results revealed that teachers’ self-efficacy was correlated with their language proficiency and that language proficiency and effective classroom management were not correlated. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their self-efficacy.


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Volume 6, Issue 22 - Serial Number 22
September 2018
Pages 89-102
  • Receive Date: 06 October 2017
  • Revise Date: 10 January 2018
  • Accept Date: 17 April 2018
  • First Publish Date: 01 September 2018