Teachers’ Beliefs and Classroom Management in EFL Primary Classrooms: Evidence from Hanoi

Abstract

This study investigates the interplay between teachers’ beliefs and classroom management This study explores the relationship between teachers’ beliefs and classroom management practices in English as a Foreign Language (EFL) primary education in Vietnam, with a focus on how teachers conceptualize and enact effective management strategies in real classroom contexts. A mixed-methods design was employed, combining quantitative data from a questionnaire administered to 60 primary EFL teachers in Hanoi with qualitative insights from semi-structured interviews and classroom observations. The findings indicate that teachers predominantly favor an authoritative approach characterized by clear rules, structured instructional procedures, and active monitoring, alongside efforts to foster a supportive and engaging learning environment. However, the enactment of these practices is significantly shaped by contextual constraints, including large class sizes, diverse student proficiency levels, limited instructional time, and institutional expectations, which often lead teachers to adopt more controlling strategies to maintain discipline and instructional effectiveness. The results further show that teachers’ beliefs function as a central framework guiding pedagogical decision-making, while remaining flexible and responsive to situational demands. These findings highlight the dynamic interplay between belief and practice and underscore the need for teacher education and professional development programs that are responsive to contextual realities and support teachers in implementing effective and adaptive classroom management strategies.