Development and Validation of an ELT Based Classroom Management Questionnaire

Abstract

This study tried to provide an extension of understanding to the classroom management phenomenon for teachers and teacher trainers. Thus through a mixed-method design, the present study intends to investigate, and define different aspects of ELT-based classroom management by employing quantitative and qualitative methods. To reach this aim, in qualitative phase, interviews were done with 16 ELT teachers and experts, and the results were subjected to content analysis. The results of the content analysis were 23 main categories which covered three major themes. In the quantitative phase, the 56-item questionnaire (ELT-CMS), based on the findings of the qualitative phase, were administered. The results of the 267 completed and usable questionnaires were fed into exploratory factor analysis to identify the underlying structure of ELT based classroom management, and into confirmatory factor analysis to check the validity of the model as a good fit for the data. The proposed model of this study consisting of three distinct but related components has been tested and validated. This overarching construct, encompassing language management, structure management and behavior management can be measured through ELT-CMS. The results showed that language management is the most significant factor influencing classroom management in ELT, and has been ignored in the available instruments, which are widely used in ELT field studies. The results of this study have important implications for English Language teacher education and invite EFL teacher educators to put more emphasis on classroom management dimensions in pre-service and in-service training programs.