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 249 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 (x2df = 1.28; rmsea=.03; rmr =.03; gfi =.98; agfi=.95; nfi =.98; cfi =.99; ifi =.99; tli=.98), 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.  

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 249 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 (x2df = 1.28; rmsea=.03; rmr =.03; gfi =.98; agfi=.95; nfi =.98; cfi =.99; ifi =.99; tli=.98), 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.