iranian efl teachers’ perception of multicultural teacher effectiveness: the context of iran

Multicultural education is a product of the impact of the globalization on education. further, a factor with a main role in efl teaching and learning is teacher effectiveness which has a significant place in the world educational programs. the present study sought to explore iranian efl teachers rsquo; perceptions of pluralistic teacher effectiveness. in line with the objective of the present study, the basic interpretive design within a qualitative paradigm. the sample of the study consisted of a total of 40 iranian (20 males and 20 females) efl teachers teaching in public high schools in different iranian provinces. they were conveniently selected from among those teachers who were members of virtual groups and channels. to collect the required data, a semi-structured interview was implemented. data analysis was done via qualitative thematic analysis. as revealed by the results, the following perceptions were extracted concerning pluralistic teacher effectiveness: having verbal and non-verbal communication with learners; recognizing differences among students rsquo; learning strategies; having preliminary knowledge of different subjects; taking advantage of different teaching methods; showing respect and attention to all students; teaching ruminatively; having accountability and responsibility; generating a conducive class atmosphere; using technology; using motivational strategies; using various evaluation methods; and building a fair classroom.