The Impact of Teachers’Self-ReflectionDevelopment on ClassroomManagement Strategies: TheCase of Teachers at the Department of Letters and English Language, University 8Mai 1945 -Guelma-

Abstract

Within the formal setting of learning, teachers assume the responsibility of providing the necessary amount of knowledge, creating a positive environment in which learning can be achieved in an effective way and inspiring their learners in various manners. In this regard, teachers who continuously revise their teaching practicesmight improve their teaching skills progressively; especially in terms of classroom management strategies. Accordingly, this research study tends to examine whether teachers, at the English department of 8 Mai 1945,at Guelma University, are self-reflective or not. This study attempts to discover the relationship between the two variables by hypothesizing that if teachers are highly self-reflective then their classrooms would be well managed. To confirm this hypothesis, a quantitative descriptive method that aims at compiling valuable data from teachers’ questionnaireisused.Teachers’questionnairewasdistributedto(40)teachersoutofthewhole English Department teaching staff of 8 Mai 1945 Guelma University. The findings of the present study revealed that teachers at the English department are highly self-reflective; the results obtained from the questionnaire strongly insinuate the positive relation between teachers’ self-reflection and classroom management strategies. For this reason, we advocate the importance of developing teachers’ self-reflection and integrating it in their teaching to improve their general professionalpractice.