Özet:

The purpose of this study was to determine secondary and high school English language teachers' self-efficacy for classroom management in English as a foreign language communication, to investigate teachers' opinions about misbehaviour, to find the causes of misbehaviour and to examine the teachers' handling ways of misbehaviour in classroom management. The present study was conducted at the end of the autumn semester of 2009- 20010 academic year in Kahramanmaraş. 120 English language teachers working in different secondary and high schools participated in the study. The data was analysed using both qualitative and quantitative in design. The findings were collected through two questionnaires and an interview. The relationship between English language teachers' self-efficacy for classroom management was measured through the questionnaires administered tp teachers. Interview and classroom management questionnaire were carried out with 4 participants chosen provided insight into teachers' feelings, experiences and practices concerning classroom management. The data revealed that there was no significant difference between secondary and high school English language teachers' self-efficacy for classroom management in EFL communication and the perceptions of English language teachers' misbehaviour and its causes shared similarities and slight differences.

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