Abstract:
The study is aimed at exploring English as Foreign Language teachers’ knowledge and
techniques of classroom management. Moreover it investigated the co-relation between the
teachers’ knowledge of classroom management and techniques they use. Mixed research design
was employed to conduct the research. The sample consisted of 10 EFL teachers working in
Chencha Secondary and Preparatory School and 112 selected 9
th
to 12
th
Grade students. Data
was collected from the participants via interview and questionnaire. Percentile and thematic
analysis were utilized to analyze the data. Results of the study revealed that however EFL
teachers had a good understanding of classroom management, yet a gap on identifying the
classroom management techniques in terms of sub techniques was found to have existed.
Moreover, the study brought to the fore that most of the Chencha Secondary and Preparatory
School’s EFL teachers use reactive classroom managing techniques rather dominantly. Finally,
the study adumbrated the truth that there is no significant mismatch existed between EFL
teachers’ knowledge of classroom management and techniques they use. Henceforth, the study
proposed giving emphasis for equipping the trainee teachers with knowledge of classroom
management techniques, facilitating on-service and in-service training to fill their gaps on
understanding sub techniques. Moreover, it recommended that EFL teachers should equip them
with the knowledge of classroom management and give priority to preventive techniques.
