Document Type: Original Article
The capability of choosing appropriate coping strategies while attempting to manage classroom context seems to determine learning satisfaction ratings and, therefore, achievement by university learners. However, it is still not clear whether coping style (CP) is a strong mediator of classroom management (CM). Additionally, the degree of relationship among the three variables (CP and CM and learners’ achievement), and the path of relationship is not known yet. The present study was, thus, an attempt to identify the classroom management practices and coping styles (CS) of 152 Iranian EFL instructors and the causal relationship between the two regarding 375 EFL learners’ ultimate achievement. To this end, Classroom Management Techniques Scale and Coping Styles Scale (Lewis, 2001) were administered to teacher- participants. Results indicated that teachers reported use of positive strategies of involvement and recognition; and social problem solving and relaxation compared to the rather negative categories of classroom management and coping styles. In addition, the results of structural equation modeling highlighted the positive effect upon the learners’ end of year (2016-2017) language achievement of classroom management and coping styles. However, coping styles did not mediate the relationship between teachers’ classroom management and the learners’ ultimate achievement. Findings are discussed in relation to effective teacher classroom management leading to learners’ better academic performance and their prospective consequences for future research.