The Relationship Between Iranian EFL Teachers’ Spiritual Well-being and Their Classroom Management Style

Background and Objectives: The purpose of this study was to investigate the 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 215 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). Results: The Iranian EFL teachers’ spiritual well-being had a significantly negative relationship with their classroom management style (r=0.694, R2=0.482). These results suggest that as 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. Conclusion: Based on the results of linear regression, it can be concluded that the EFL teachers’ spiritual well-being significantly predicted their classroom management style. In addition, the β-value of 0.677 indicated that if EFL teachers’ spiritual well-being increased by one standard deviation, their classroom management style decreased by 0.677 standard deviations.