An analysis of the relationship between teaching styles and classroom management self-efficacy of EFL teachers

This study aimed to investigate whether teaching styles applied in English Language Teaching classes are related to classroom management self-efficacy. For the investigation of the relationship between the variables mixed-method research was utilized. While studying the teaching styles in language classes, Grasha's five teaching styles model has been the ground base of the study. These styles are expert, formal authority, personal model, facilitator and delegator teaching styles. Grasha's (1996) Teaching Styles Inventory was used in order to find the teaching styles of the teachers in service in various educational institutions in Turkey; in addition to that, to measure classroom management self-efficacy, an adapted version of Erdem and Demirel's (2007) Teacher Self-Efficacy Belief Scale was used. As a result of the survey participated by 102 teachers of English, it was found that teachers had Expert, Facilitator and Delegator styles and their classroom management self-efficacy was found to be high. As a result of Pearson Correlation analysis, a significant relationship was found between two variables. Multiple-Regression analysis revealed that teaching styles could explain %23 of classroom management self-efficacy. In order to define the relationship between teaching styles and classroom management self-efficacy in a clearer way, semi-structured interviews were conducted with 10 volunteering teachers. These interviews put forward that there was a relationship between teaching styles and classroom management which could affect each other and the priority order of them could change for certain reasons.