Abstract:

One of the most important but difficult aspects of becoming a teacher is classroom management. EFL teachers may face particular classroom management difficulties while teaching in a language-learning environment where a foreign language is employed as both the medium and the subject matter (Linse& Nunan, 2005). In this context, Libyan educational school instructors in North Cyprus encounter classroom management problems as one of their most urgent issues.  The study aims to explore the perception of teachers and classroom managers in regard to problems facing EFL Libyan teachers in school. The investigation involves an exploratory survey and sets to use interview questions adopted from (Sumaia & al., 2020) for data collection. The participants of the study are 6 teachers (4 Females and 2 Males) and 3 Managers of Libyan educational schools in North Cyprus. This study comprises a qualitative theory of Creswell (2012) for the data organization, data editing, data coding, and commonality of the participants. The finding indicates that teachers and managers are confronted with classroom challenges. Furthermore, the study intends to suggest some appropriate strategies to address the problems facing teachers and managers in school sectors. 

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