Validating a Qualitatively-Developed Model of Classroom Management Strategies in Iranian Context

The present research was an attempt to posit a model of classroom management strategies for Iranian EFL learners to provide a better interpretation of qualitative findings. Hence, in line with the components of the previous model of classroom management strategies (Bagheri Khatib), a 42-item questionnaire was considered in the design of the classroom management questionnaire. The 42 item researchermade questionnaire was piloted with 180 EFL learners and its reliability and the related validities were checked. As a result, Exploratory Factor Analysis (EFA) findings corroborated a 3- component classroom management questionnaire. Finally, the 33-item questionnaire of classroom management was distributed to 360 EFL learners. Then, the initial structure of the model was tested using Confirmatory Factor Analysis (CFA) to come up with the final model of classroom management strategy. The results substantiated the initial structure of Exploratory Factor Analysis with 3 factors, i.e. management, quality of teaching, classroom practices, and 33 items. The findings suggest EFL teachers not only pay attention to classroom practices, but also work on building up rapport and encouragement with their students.