Volume 12, Issue 2 (June 2025)
Health Spiritual Med Ethics 2025, 12(2): 0-0 |
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Hemmati F, Latifi fard F. The Relationship between Iranian EFL Teachers’ Spiritual Well-Being and Their Classroom Management Style. Health Spiritual Med Ethics 2025; 12 (2)
URL: http://jhsme.muq.ac.ir/article-1-616-en.html
URL: http://jhsme.muq.ac.ir/article-1-616-en.html
1- Department of English Language Teaching, Payame Noor University, Tehran, Iran
2- Department of English Language Teaching, Payame Noor University, Tehran, Iran. ,fatemehlatififard26@gmail.com
2- Department of English Language Teaching, Payame Noor University, Tehran, Iran. ,
Abstract: (172 Views)
Background and Objectives: The purpose of this study was to investigate whether there is a relationship between Iranian EFL teachers’ spiritual well-being and their classroom management style. It also examined whether EFL teachers’ spiritual well-being can predict their classroom management style.
Methods: The participants of the study included teachers who worked at English language institutes in Iran. A total number of two hundred and fifteen teachers (172 females and 38 males) were selected by convenience sampling. The participants completed an online survey containing three sections of the demographic questionnaire, the Spiritual Well-Being Scale (SWBS), and the Behavior and Instructional Management Scale (BIMS). The results indicated that spiritual well-being and classroom management enjoyed reliability indices of .95, and .97.
Results and Conclusion: The results indicated that Iranian EFL teachers’ spiritual well-being has a significantly negative relationship with their classroom management style. These results indicated that as the teachers possess more spiritual well-being, they are found to be less controlling. In other words, increasing EFL teachers’ spiritual well-being will lead to improvement in their classroom management style. Furthermore, based on these results of Linear regression (R = .694, R2 = .482), it can be concluded that the EFL teachers’ spiritual well-being significantly predicted their classroom management style. In addition, the beta value of .677 indicated that if EFL teachers’ spiritual well-being increased by one standard deviation, their classroom management style decreased by .677 standard deviations.
Methods: The participants of the study included teachers who worked at English language institutes in Iran. A total number of two hundred and fifteen teachers (172 females and 38 males) were selected by convenience sampling. The participants completed an online survey containing three sections of the demographic questionnaire, the Spiritual Well-Being Scale (SWBS), and the Behavior and Instructional Management Scale (BIMS). The results indicated that spiritual well-being and classroom management enjoyed reliability indices of .95, and .97.
Results and Conclusion: The results indicated that Iranian EFL teachers’ spiritual well-being has a significantly negative relationship with their classroom management style. These results indicated that as the teachers possess more spiritual well-being, they are found to be less controlling. In other words, increasing EFL teachers’ spiritual well-being will lead to improvement in their classroom management style. Furthermore, based on these results of Linear regression (R = .694, R2 = .482), it can be concluded that the EFL teachers’ spiritual well-being significantly predicted their classroom management style. In addition, the beta value of .677 indicated that if EFL teachers’ spiritual well-being increased by one standard deviation, their classroom management style decreased by .677 standard deviations.
Type of Study: Original Article |
Subject:
General
Received: 2025/03/5 | Accepted: 2025/04/19 | Published: 2025/05/31
Received: 2025/03/5 | Accepted: 2025/04/19 | Published: 2025/05/31
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