exploring effective classroom management constraints in efl context: a phenomenological inquiry

For years, effective classroom management and the constraints which affect teachers’ classroom management have been of much concern to both teachers and teacher educators. despite such paramount importance, this issue has been far less explored in general and the iranian efl context in particular. therefore, the current study employed a phenomenological inquiry to delve into the constraints which set hurdles in the way of effective classroom management. to that end, 20 iranian efl teachers from different branches of the same english language institute were selected through purposive sampling and interviewed in person to extract thick and indepth data. the interviews then were transcribed verbatim and their content was inductively analyzed to let frequent themes emerge. results of the analysis indicated that four major themes, namely ‘instituterelated’, ‘learnerrelated’, ‘teacherrelated’, and ‘socialcultural differences’ frequently manifested. it should be noted that each main theme also comprised several subthemes. some stakeholders such as teachers and teacher educators could benefit from the findings to promote the quality of efl teachers’ classroom management.