The Impact of Teaching Experience and Academic Degree on Classroom Management Strategies

The aim of the present study was to investigate the impact of teaching experience and academic degree on classroom management strategies. To this end, 137 teachers were randomly selected from language institutes in Isfahan, Iran, of whom 70 were experienced and 66 were novice teachers. 63 of them had BA degree in TEFL and 74 held MA degree in TEFL. To collect data, the Behavioral and Instructional Management Scale (BIMS) was employed and the data were analyzed using Multivariate Analysis of Variance (MANOVA). The results revealed that novice teachers obtained significantly higher scores in the instructional management of class; furthermore, the MA holders obtained higher scores in behavioral management strategies. To be effective teachers, both behavioral and instructional management strategies are required. Therefore, both groups of novice and experienced teachers and also both BA and MA holders need to use instructional and behavioral strategies equally