One of the important factors in language teaching process is the teacher who is no longer considered as an implementer of external prescriptions but as an active decision-maker. Teachers in their Classroom Management dealt with their students and different class situations. Classroom management which is the dependent variable of this study, as defined by Martin (2010), is all the attempts made by the teacher to observe students’ learning, interaction, behavior and discipline in the classroom. This study was performed to research emotional intelligence, self-efficacy, and language proficiency of EFL Iranian teachers in Iranian public schools and relates this three independent variables to teachers’ classroom management as its predictors. The data were collected through the application of three questionnaires. Daniel Goleman’s (1995) Emotional Intelligence Scale was used to measure the participants’ levels of emotional intelligence. A modified validated version of the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess teachers’ perceived self-efficacy. And Butler’s (2004) modified version of Perceived English Proficiency Scale was used for assessing teachers’ English perceived language proficiency. The participants of the study were 200 Iranian EFL teachers (109 males and 91 females) who were working in the ministry of education in Iranian public junior and high schools. They were selected through availability sampling. The participants’ age and teaching experiences ranges were 23-61 and 1-30 years, respectively. Their education degrees were AD (Associates Degree), BA, MA, and PhD. Before giving the questionnaires to the participants, the researcher gave them enough information about the study, and also ensured the participants that all their collected forms and answered questionnaires would be safely protected. To analyze the collected data, first, descriptive statistics was run. After running descriptive statistics, Pearson correlation analysis was run to investigate the association between the study variables Moreover, multiple regression was run to see which of the three independent variables can predict Classroom Management more. According to the obtained results, a significant and positive relationship was found between Iranian EFL teachers’ self-efficacy and their classroom management. Accordingly, the first research question ‘Is there any significant relationship between Iranian EFL teachers’ self-efficacy and their classroom management?’ is positively answered. Concerning the second research question ‘Is there any significant relationship between Iranian EFL teachers’ emotional intelligence and their classroom management?’ the results showed that there is a significant relationship between the two variables. This means that answer to this research question is also positive. Regarding the third research question ‘Is there any significant relationship between Iranian EFL teachers’ perceived language proficiency and their classroom management?’ it was revealed that there is a significant relationship between perceived language proficiency and classroom management. According to its result, a positive answer is given to this research question. Finally, about the fourth research question, ‘Which of the three variables predict classroom management more?’ the results indicated that self-efficacy, emotional intelligence and perceived language proficiency all could predict classroom management. But according to the analysis and results of the study, teachers’ self-efficacy taught in public schools predicted their classroom management more than the other two variables.
