SEMing EFL Teachers’ Management Strategies and Coping Styles in relation to Learners’ Ultimate Achievement
The capability of choosing appropriate coping strategies while attempting to manage classroom context seems to determine learning satisfaction ratings and, therefore, achievement by university learners. However, it is still not clear whether coping style (CP) is a strong mediator of classroom mana...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Urmia University
2021-01-01
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| Series: | Iranian Journal of Language Teaching Research |
| Subjects: | |
| Online Access: | http://ijltr.urmia.ac.ir/article_120978_71adb5ceef14738bb933e39d97d53f67.pdf |
| Summary: | The capability of choosing appropriate coping strategies while attempting to manage classroom context
seems to determine learning satisfaction ratings and, therefore, achievement by university learners.
However, it is still not clear whether coping style (CP) is a strong mediator of classroom management (CM).
Additionally, the degree of relationship among the three variables (CP and CM and learners’ achievement),
and the path of relationship is not known yet. The present study was, thus, an attempt to identify the
classroom management practices and coping styles (CS) of 152 Iranian EFL instructors and the causal
relationship between the two regarding 375 EFL learners’ ultimate achievement. To this end, Classroom
Management Techniques Scale and Coping Styles Scale (Lewis, 2001) were administered to teacherparticipants. Results indicated that teachers reported use of positive strategies of involvement and
recognition; and social problem solving and relaxation compared to the rather negative categories of
classroom management and coping styles. In addition, the results of structural equation modeling
highlighted the positive effect upon the learners’ end of year (2016-2017) language achievement of
classroom management and coping styles. However, coping styles did not mediate the relationship between
teachers’ classroom management and the learners’ ultimate achievement. Findings are discussed in relation
to effective teacher classroom management leading to learners’ better academic performance and their
prospective consequences for future research. |
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| ISSN: | 2322-1291 2322-1291 |