Research has shown that classroom management plays a critical role in facilitating effective learning, making it a permanent concern for teachers as well as researchers. In the related literature, one area which needs further consideration is to explore the effect of different personal and contextual factors on the way teachers choose to manage their classrooms. Therefore, the present study aimed at exploring the effects of age, gender, teaching experience, teaching context, and academic degree on Iranian English teachers’ classroom management behaviors. To achieve this, a researcher-made questionnaire based on four classroom management questionnaires was developed. The questionnaire was distributed among 152 EFL teachers teaching in different settings in Iran. To analyze the obtained data, Point-Biserial correlation followed by an independent samples t-test, and one-way ANOVA were used. The results revealed that men and women were quite different with regard to the classroom management behaviors they showed. However, age, teaching context, teaching experience, and academic degree did not significantly affect teachers’ classroom management behaviors. Possible explanations of the results in light of the previous literature are further discussed.