The relationship between Iraqi EFL teachers' professional development and their classroom management

Abstract EN

The present study investigates the relationship between Iraqi EFL teachers’ professional development and their classroom management techniques.

a general term that means developing yourself professionally and also improving your classroom management abilities by learning new strategies and techniques, making motivation for students, and having all students practice by asking questions.

language is very important, like grammar, writing, or vocabulary.

then classroom management refers to a wide variety of skills and techniques.

the study will require the participation of 275 EFL teachers.

participants must be of both sexes and different ages.

they are chosen using convenience random sampling according to Krejcie and Morgan's (1970) formula, with a confidence level of 95%.in different language schools.

the classroom management techniques questionnaire (Diaz, Gonzalez, Ramirez, & Munoz-Parra, 2018) and teachers’ professional development (Evers, Kreijns, & Van der Heijden, 2016) are used in order to collect the required data.

the study's findings found that EFL (English as a foreign language) secondary school instructors in Iraq have a unique perspective on classroom behavior.

the teachers agree that the subscale "content" obtains the 2nd highest score based on the questionnaire's eighth domain as a researcher and teacher at Abi Talib intermediate school for boys in Wasit governorate, i observed that every teacher values the opportunity and necessity to constantly improve his professional development.

professional competence levels correspond to different stages of professional and educational development.

the higher the level of the teacher's professional activity, the higher the scientific level of the students, which leads to the advancement of the educational process and the prosperity of the country.