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Doğa Oktan
Çağda Kıvanç Çağanağa


Teachers perceive classroom management as one of the most crucial and enduring aspects in education. This study aims to explore impacts of female and male teachers on classroom management at European University of Lefke. The study also intends to investigate the differences between the classroom management strategies of an experienced female EFL teacher and an experienced male EFL teacher. Qualitative method was used for data collection and data analysis. Reflected reports were required from a male and a female teacher. In addition, semi-structured interviews were conducted to the same male and female teachers. Results indicate that there is no significant difference on the classroom management according to the genders of the teachers.

Keywords: Gender, female, male, classroom management

Article Details

Author Biography

Çağda Kıvanç Çağanağa, European University of Lefke

Assist. Prof. Dr. Çağda Kıvanç Çağanağa - the author worked as a Lecturer in English Preparatory School of European University of Lefke (EUL) between 1997-2005. Since 2005, she has taught in the department of English Language Teaching in the same University. She has two master degrees; one on ELT and one on International Relations. She has completed her Phd degree in the faculty of education on educational administration and supervision. She had various administrative duties in EUL. She has publications on classroom management, teacher training, critical reflection, and educational administration.


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