An Investigation on EFL Teachers' Problem-Solving Skills Considering Gender and Experience Differences

Abstract

Purpose: This study aims to investigate the problem-solving skills applied by Iranian EFL teachers, considering the variables of gender and teaching experience (novice vs. experienced). Methods and Materials: The study employed a mixed-methods approach. In the qualitative phase, semi-structured interviews were conducted with 30 EFL teachers (15 male, 15 female) from private language institutes in Hormozgan Province, Iran. The data from these interviews were analyzed using MAXQDA software. In the quantitative phase, a self-constructed questionnaire was administered to 200 EFL teachers to validate the qualitative findings. The questionnaire covered six components of problem-solving skills: setting clear expectations, establishing a positive learning environment, active listening, positive reinforcement, managing behavior, and collaborating with parents. The collected data were analyzed using descriptive statistics and MANOVA. Findings: The results indicate significant differences in problem-solving skills based on gender and experience. Female teachers scored higher than male teachers across all six components (e.g., female teachers had higher means in active listening: M = 3.06 vs. M = 2.15; F = 47.66, p < .05). Similarly, novice teachers scored higher than experienced teachers in all areas (e.g., novice teachers scored higher in managing behavior: M = 3.01 vs. M = 2.16; F = 41.84, p < .05). The MANOVA results demonstrated large effect sizes for both gender and experience differences (partial η² = .320 and .321, respectively). Conclusion: Female and novice teachers exhibited stronger problem-solving skills in managing classroom dynamics, particularly in areas like active listening, behavior management, and parent collaboration. These findings suggest the importance of targeted professional development programs to enhance problem-solving skills, especially for male and experienced teachers.