#3698. SEMing EFL Teachers Management Strategies and Coping Styles in relation to Learners Ultimate Achievement

October 2026publication date
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Education;
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Abstract:
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. The degree of relationship among the three variables, and the path of relationship is not known yet. 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. 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.
Keywords:
classroom management; coping style; EFL teachers; learner achievement

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