A Model for Teachers’ Responsible Decision-Making Competence in EFL Classrooms: Insights from Perceptions and Reported Strategies

This study examined the responsible decision-making competence of English as a Foreign Language (EFL) teachers with the objective of developing a practical model to promote ethical classroom practices. Drawing on the Collaborative for Academic, Social, and Emotional Learning’s (CASEL) definition of responsible decision-making (making caring and constructive choices), this research investigated the perceptions and strategies employed by 19 Iranian EFL teachers, selected through convenience sampling, to promote it in their classrooms. The analysis of data collected through semi-structured written interviews and focus group discussions employed a three-stage grounded theory approach: open coding, axial coding, and selective coding. The findings revealed three core perceptual elements guiding teacher responsible decision-making: consequence consideration, ethical grounding, and proper decision-making. Furthermore, four key strategic approaches emerged as essential for responsible decision-making: inquiry-based problem-solving, reflective thinking, reciprocal decision-making, and optimal resource-finding. Significantly, the study found a strong alignment between teachers’ perceptions and strategies, highlighting the critical need for equipping prospective EFL teachers with a comprehensive understanding of their ethical responsibilities. This understanding empowers them to make informed choices that promote a positive and responsible learning environment for their students.