The advent of modern technologies has had a remarkable role in revolutionizing
the classroom setting. It is, therefore, incumbent on teachers to utilize strategies
for effective managing of the change. The aim of the present study was to find out
English as a Foreign Language (EFL) teachers’ beliefs regarding classroom
management. In so doing, the relationship between EFL teachers’ demographic
variables (age and years of teaching experience), computer attitude, and their
classroom instructional and behavior management orientations was explored. The
participants of the study comprised a total of 105 male and female EFL language
school teachers in Iran. The data for the current study were collected through two
questionnaires. The results of the multiple linear regression analyses revealed that
the independent variables of participants’ computer attitude, age, and teaching
experience are not suitable predictors of both behavioral and instructional
management. The results also showed that as the age and teaching experience of
the participants increased their attitudes towards computers became more negativ