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ERIC Number: EJ1082088
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1913-9020
Relationship between Academic Optimism and Classroom Management Styles of Teachers--Case Study: Elementary School Teachers in Isfahan
Moghtadaie, L.; Hoveida, R.
International Education Studies, v8 n11 p184-192 2015
The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school teachers in the Isfahan province in academic year 2014-2015. The sample size was calculated using the formula of Cochran 384. It is a multi-stage cluster sampling method. Classroom management style has been calculated using standard questionnaires of classroom management style of Wolfgang and Glickman (1986). The academic optimism variable was evaluated using academic optimism questionnaire of A. Hoy, Tarter, and W. Hoy (2006) in a sample of 384 teachers. The results showed that there is a significant relation between classroom management style of the teachers and their academic optimism and the correlation coefficient equal to 39% was obtained and the correlation coefficient of 47% was obtained between the academic optimism and non-interventionist classroom management, and the correlation coefficient of 43% was obtained between the academic optimism and interactionist classroom management, and the correlation coefficient of 24% was obtained between the academic optimism and interventionist classroom management that is significant. According to the results, the classroom management style is a variable that has relation with academic optimism and at academic opportunities it must be emphasized.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A