Indian Journal of Fundamental and Applied Life Sciences ISSN: 2231– 6345 (Online) An Open Access, Online International Journal Available at www.cibtech.org/sp.ed/jls/2014/04/jls.htm 2014 Vol. 4 (S4), pp. 2288-2294/Hosseini et al. Research Article © Copyright 2014 | Centre for Info Bio Technology (CIBTech) 2288 THE RELATIONSHIP BETWEEN EFL TEACHERS’ BELIEFS AND TEACHING STYLE IN ENGLISH CLASSROOM MANAGMENT OF GACHSARAN’S LANGUAGE INSTITUTES Sara Mohammad Hosseini 1 , Ali Kazemi 2 , Hamed Azizinia 3 , Mohammad Ali Mansouryan 4 and *Sima Mohammadhosseini 5 1 Department of English Translation, Yasuj Islamic Azad University, Yasuj, Iran 2 Department of English, School of Humanities, Yasuj University, Yasuj, Iran 3 Department of English, Yasuj Islamic Azad University, Yasuj, Iran 4 Department of Medicine, Yasuj University of Medical Sciences, Yasuj, Iran 5 Department of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran *Author for Correspondence ABSTRACT Nowadays, classroom management styles and procedures are the most influential elements in education systems. This study seeked to investigate the EFL teachers’ beliefs and teaching styles in Iranian language institutes. Fifty EFL teachers from Gachsaran, Iran, participated in the present study. The Barbara (2008) questionnaire and Grasha-Riechmann (1996) were used; moreover, an interview with the participants was scheduled in order to collect the necessary data for the study. The results of the study revealed that class disruption and incivility is quite common in Iranian classrooms and it is mostly done by male students. The findings of the study also indicated that Iranian teachers usually match their teaching styles and techniques with the students’ needs; furthermore, they believe that training may help teachers to improve their abilities and proficiency in teaching. The findings of the current study could be accommodating for teachers and students in teaching and learning English. Keywords: EFL Teachers’ Beliefs, Classroom Management, Teaching Style INTRODUCTION Nowadays, classroom management styles and procedures are the most influential elements in education systems. Recent studies have shown that teachers’ activity, personality and styles are the most significant factors in teaching and learning process. It seems that the students’ familiarity with teachers’ personal ity, characteristics and procedures can help them to improve their learning (Marzano, 2003; Nona, 2012). Teaching styles include all techniques, activities and approaches that a teacher uses in order to help students with learning better. Teachers try to match their teaching styles with the students’ learning styles in order to accomplish educational objectives (Zenhui, 2001). In recent years, finding for research in this area has increased. Teachers use different systems, techniques, styles, sources and materials that save them time and effort and, therefore, enhance their productivity. Teachers are expected to revise their classroom management practices because such improved practices could help them to accomplish the educational objectives. The present study is an attempt to examine the beliefs that teachers hold about their classroom management approaches. In addition, an attempt will be made to determine whether there is any relationship between classroom management approaches and teaching styles. Classroom management and teaching techniques and styles have been one of the most important areas of concern for teachers and researchers in recent years. This study seeks to identify classroom management which is one of the primary areas of concern as indicated by many teachers and educators at all levels. A lot of individual and non-individual factors may have an impact on the classroom management approaches of language teachers. Among other things, teachers’ personality is believed to be related to the choice of classroom management approaches. Classroom management is of significance in language classes because these classes need to be managed in the right way. Otherwise, the classroom atmosphere will not be conducive to interaction, for example, which is the center piece of modern language classes. Even in learner-