The Relationship between Gender and Student Engagement, Instructional Strategies, and Classroom Management of Iranian EFL Teachers

Abstract

Teachers’ self-efficacy is of critical significance for both female and male teachers, and it can affect their job life. In spite of the fact that some scholars have investigated self-efficacy, there are no studies regarding teachers’ gender and their subscales of self-efficacy (i.e. student engagement, instructional strategies, and classroom management). Therefore, this study aimed at investigating the relationship between gender and subscales of self-efficacy of Iranian EFL teachers. So, 34 EFL teachers who were teaching in private English language institutes in Karaj were asked to complete Teachers’ Sense of Efficacy Scale (TSES) questionnaire. After analyzing the data, it was revealed that males and females did not differ as far as classroom management was considered. However, they differed in terms of student engagement and instructional strategies; male teachers were better at student engagement, while female teachers were better at instructional strategies.