English Teachers’ Perception of School Climate and Effective Teaching

The present study investigated Iranian English as a Foreign Language (EFL) teachers’ perception of school climate and its relationship with their conception of effective teaching. A body of 147 teachers selected through purposive and snowball sampling strategies answered Oderand and Eisenschmidt’s (2016) questionnaire about school climate and effective teaching. Data were analyzed using factor analysis, which produced three factors to explain teachers’ perception of school contextual factors and three for their conception of effective teaching. The results indicated that teachers’ perception of school contextual factors to some degree correlated with their approach to teaching in the classroom. The study highlights the fundamental role of school senior management in helping teachers to apply appropriate teaching approaches