The role of classroom management authority sources in predicting teachers' teaching styles

Document Type : علمی ترویجی

Authors

1 Teacher

2 PhD Student in Educational Psychology, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azarbaijan, Tabriz

3 MA in Educational Psychology, Payame Noor University of Javanrood. Kermanshah

Abstract

The aim of the present study was to investigate the role of sources of classroom management authority in predicting the teaching styles of teachers. The statistical population of the study was all teachers working in Paveh and Javanrood counties it was 800 people using krejcie and morgan sample size table, from which 300 people (210 men, 90 women) were selected by stratified random sampling. The research method was descriptive and correlational. Data were collected using two questionnaires of researcher-made classroom management styles (based on French and Raven theory, 1960) and Prashing teaching style (2002). In order to analyze the data, descriptive statistics and inferential statistics methods including univariate analysis of variance and stepwise regression were used. The results of the study showed that there is a relationship between the sources of classroom management authority and teachers' teaching styles (P≥0.05,P≥0.01). Findings indicated that a number of resource styles of classroom management authority have the ability to predict teaching styles. These results showed that scientific, encouragement, disciplinary and reference management styles have the most role in predicting teachers' teaching styles.

Keywords

Pouyesh in Humanities Education
Volume 7, Issue 25
October 2021
Pages 13-28

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