Abstract:
The purpose of this study was to investigate English teachers’ beliefs and practices of classroom
management having three specific objectives, namely, identifying EFL teachers’ beliefs towards
classroom management; examining EFL teachers’ practices of classroom management and
identifying the significant relationship between their beliefs and practices of classroom
management. The total 42 sample teachers were purposely selected from secondary and
preparatory schools of two purposely selected districts of Kembata Tambaro zone. The study
used a descriptive survey study design along with the data gathering tools: questionnaire,
classroom observation and interview. Regarding the instruments, they consisted of items related
to the three subscales of classroom management. The study used both qualitative and
quantitative methods of data analysis for data gathered with questionnaire and classroom
observation and only qualitative analysis for data collected through interview. Descriptive
statistics such as frequency, percentage, means value were used to analyze quantitative data.
Besides, Pearson’s correlation was used to identify the significant relationship between the
beliefs and practices of classroom management. The findings of the study indicated that the
teachers were dominantly in favor of interventionist beliefs towards classroom management.
Similarly, the study also found out that the teachers were dominantly using traditional approachto classroom management in their actual practices. Moreover, the study came up with the finding
that except for the relationship between beliefs and practices of instructional management, there
was no significant positive relationship between the teachers’ beliefs and practices of classroom
management with respect to the behavior and people management dimensions even if they had
positive relationship. The study concluded that beliefs and practices do not always coincide.
Based on the conclusions drawn, the researcher recommended that teachers should participate
regularly in Continuous Professional Development (CPD) programs. Education professionals
should build teachers’ classroom management capacity through trainings
