Exploring the relationship between teacher beliefs and styles on classroom management in relation to actual teaching practices: a case study

Classroom management is one of the primary areas of concern expressed by teachers and teachers' personal belief system is believed to guide their choices of classroom management approaches. The present study investigates the beliefs of a Turkish teacher of English as a foreign language on classroom management and examines the similarities or differences between her classroom management beliefs and actual teaching practices. Data coming from the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998), a philosophy of teaching statement, and a stimulated recall session revealed a congruence between the participating teacher's beliefs on classroom management and her actual practices in the classroom. (C) 2009 Elsevier Ltd. All rights reserved