Relationship between Iranian EFL Teachers’ Creativity and Their Classroom Management

Roghayeh Azimifar, Farahnaz Abedini


The present study was an attempt to extend our knowledge on the relationship between Iranian EFL teachers’ creativity and their classroom management. It was also intended to check the significant difference between male and female teachers with regard to the relationship between Iranian teachers’ creativity and their classroom management. Examining the difference between male and female teachers regarding their creativity and classroom management was the other aim of this study. To achieve such goals, one hundred EFL teachers participated in the study. The sampling method was availability non-probability sampling. Two questionnaires were utilized, namely, Creativity Fostering Teacher Behavior Index developed by Soh (2000) and Instructional Management Scale (BIMS) developed by Martin and Sass (2010). By employing Pearson correlation coefficient and independent sample t-test, the findings highlighted that there was a statistically positive significant relationship between teachers’ creativity and their classroom management. However, there was not any significant difference between males and females regarding the relationship between Iranian teachers’ creativity and their classroom management. In addition, the findings revealed that there was not any statistically significant difference between male and female teachers with respect to their creativity and their classroom management.


Classroom management; Teacher creativity; Gender

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