An Investigation on Relationship between Iranian EFL Teachers' Creativity and Classroom Management strategies and Learners' Improvement

Abstract

The present study was carried out in an attempt to investigate the relationship among EFL teachers' creativity, classroom management strategies, and learners' improvement. To achieve the objective of the research, a group of 60 male and female learners, between the ages of 15 and 19 from a language school in Lamerd city were selected. To obtain the required data, the following questionnaires were utilized: English Language Teaching Creativity Quotient (ELTCQ) Questionnaire, Classroom management questionnaire, and Final exam. The results of correlation analyses revealed that there was no significant relationship between EFL teachers’ creativity and classroom management strategies. Moreover, a positive medium relationship between EFL teacher's classroom management and their EFL learners' improvement was observed. In addition, a positive significant correlation was revealed between classroom management strategies and EFL learners' improvement. This study also demonstrated that classroom management strategies were better predictors about EFL learners' improvement compared with creativity.