Journal of Applied Linguistics (Dubai) Available online @ www.iaajs.com/jal 2015, 1(1); 59-65 ISSN: 2413-1105 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 59 EFL Teachers’ Attitudes and Beliefs on Class Control and Leadership Styles in Two Different Contexts Hajar Ghafarpour 1 *, Dariush Nejadansari 2 1. Ph.D Candidate in TEFL, Department of Foreign Languages, University of Isfahan, Isfahan, Iran. 2. Ph.D. in TEFL, Department of Foreign Languages, University of Isfahan, Isfahan, Iran. * Corresponding Author’s Email: ghaffarpourh@yahoo.com Abstract – Discipline and classroom management are serious concerns in teaching English. As contexts of teaching is deemed to play a significant role, the present study explores teachers’ attitudes and beliefs on classroom control and their leadership styl es in two contexts of university and private institute. 62 EFL teachers participated in this study half of which taught in university and the other half in institute. ABCC inventory and MLQ-5X were applied to investigate their attitude on class control and leadership style. The result of ANOVA indicated that with regard to some factors of leadership style, such as intellectual stimulation and individual consideration, the two contexts paly significant role. Finally, Implications are discussed. Keywords: classroom control, leadership style, context, classroom management I. INTRODUCTION Some teachers find actual teaching more time-consuming, demanding and complex than anticipated and students' unexpected needs and misbehavior challenging (Cuddapah and Stanford, 2015). Discipline and classroom management are serious concerns for teachers, administrators and the general public (Braden & Smith, 2006; Oliver & Reschly, 2007; Burkett, 2011); in the meantime, disruptive behavior has become normal in today’s classrooms (Braden and Smith, 2006). Without appropriate classroom management techniques, such behavior by a minority group of students may negatively affect other students and lead them to join in and causes the students to make the class astray (Burkett, 2011). Hence, teachers have to devise a proper teaching style. Teaching style refers to all of teaching techniques and activities and approaches that a teacher employs in teaching a certain subject in the classroom (Cooper, 2001). The way teachers teach in the classroom has been found to be associated with teachers’ personality (Cooper, 2001), their behavior in the class (Cotton, 2000), how they manage their classes (Yılmaz & Çavaş, 2008) and even the context of teaching (Rahimi & Nabilou, 2010) and of course their content knowledge. Several studies have indicated that teachers’ personal belief system guides his/her choices of classroom management approaches (Aliakbari & Darabi, 2013; Rahimi & Asadolahi, 2012). Glickman and Tamashiro (1980) conceptualized a framework to explain teacher beliefs toward classroom management in terms of three approaches, i.e.,