The Relationship between Thinking and Teaching Styles with Classroom Management (Case Study: Faculty Members of Urmia University)

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1 Higher Education Letter Vol. 11, No. 41, Spring $% 1397 (% '()*!"# $% &# : ) The Relationship between Thinking and Teaching Styles with Classroom Management (Case Study: Faculty Members of Urmia University) 96 /07/18 :, -./ 0 96/05/08 :, 8 0 Moosa Piri Latif Pourfarhadi Abstract: This descriptive-correlational research examined the relationship between faculty members thinking and teaching styles and their classroom management. The statistical population comprised 421 faculty members of Urmia University, among whom 143 individuals were selected as the statistical sample using the stratified random sampling method. Three questionnaires, including Thinking Styles, Teaching Styles and Classroom Management Styles, were used to collect the research data. The validity of questionnaires was determined by thematic experts and their reliability was confirmed using Cronbach's Alpha Coefficient (0.835, 0.829, and 0.657, respectively). Data analysis was done using Pearson Correlation and Regression through resorting to SPSS Software. The results showed that, among different types of teaching styles, the expert teaching style could significantly predict the class management style. It was also found that the teaching style could predict (up to 10%) the classroom management style. Other findings showed that thinking style could boost the predictive power of classroom management style by an average of 2.8%. However, the latter statistic was not significant. Key words: Faculty members, Urmia University, thinking style, classroom management, teaching style. %/ 8 / :% 3+, -*. / 012 )* :'%;. *.* 789 :. ;5 3+,.45 A.:* <=>,? * 4@%5 012 <F* G :E@ 3D* * HI5 3.@J * 4=* OP=* 3 M*N =,> 3*K,L QNF.2 * * 3.J 3*.. :. +, ;5 3+,.45 3+, MIIP= NF.2 *. 4=* 789 4=* T@ NF.2 R U@5.5 9,V W,.9 34 U.R * : 0/657 0/829 0/835 M.@2 <=>, 3 * 4=* 012 ^=.:H.J \]* SPSS *TH*\. +9 M@.J ;5 +, ;5 +,?** )@ * * MF 789 :. +, *5 3*NA L.,_ +, 9 $PF )@N`.N9 N@0@2 * :. +, % 10 M*T@ *5 ;5 +, 9 * MF =H.<.N9 N@0@2 * 789 N@0@2 ab % 2/8 M*T@ *5.45 N. 0*TH* * 789 :. +, JNN9.:>@ *NA M*T@ )* <F* G :E@ 3D* :%" MJc*.;5 +, 789 :..45 +, ddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddd T.,5 <F* NM* =@.5 \G F* (piri_moosa@yahoo.com :E> <F* 3T. * N9

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17 la aq.* )* 3s 5 :=_N 3, :9.s 3, M@ 3*. * M]F* 9 :* -@V <F* r@v * G>G.45 +, 3*789.* ** o@.5 M*=*.N9 0* 012 N * 3 39 N*= N* 5 * :*,5*.G>G 3N:*.N \]*.@j =* a8f t> s * : )* T@ * M]F* 9 M M* *.b U5*.G>G 3c.* lg=p 3:@Ab )=H.J.x N*= 9 NN9 :@.5 3L * * 9 :* U@5.5 * I=_*.5:@* ar * _ nn.n \]* ± 0/590)..,_ ;5 +, 9 * MF 012 3=H.<,5 ).=9 (2/962± 0/616). =9 ;5 +,,5 ).5k (3/586. =4 3J1 M*5 =H )* )@@,5.** I=_* _ *, =* 7N9.,_ ;5 +,..9 * +, )* * + 0* * 9 =* + M*N _ a,h* -l* ::* -Œ Q_ M]F* G <=> :49 3K5* -O Q:* *_. _ * 9 =* =9 ;5 +,.M]F* a8l* K=* * MN@L* M $IP= M*9 $P M*N N5 =*qj M]F*.:* zf _ 9 a% )*.@j :* b.45 +, 789 :. )@ 9 :* M NMF =H * FP *@2 F12 Jˆ@ F12 N@F@2..* 3*NA <=>, 3=H M*5. A-.@z= )* )@ -* M L 9 F MGA 789 :. :H 9.9 * (1392) 0FP 012 R 012 3=H M*5.* 3*NA <=>, M 3J1 MNH ).5 * N=H 3. 3*A- L 9.9 * T@ (1394) Ks )@*b )* 3*.* M*.@J*.H *. 89 )@*b )@@A5 789 :..:* , *. ;5 +, 789 :. )@ 9 * MF =H )@N` U@5.5 <=>, U.R *K =* 3*NA <=>,.,_ ;5 3 -* M : F12.:* 0/282 0/182.*.

18 # -=> <* 106 M*5 -* )*.. M*=* ;5 +, 789 :. 71/6 N=H M L 9.9 * (1388) M* 012 3=H 4=* (qj s ).q2/-a* +, * 789 r@v -@s M*=* * %.NN9 :. ;5 +, )@ 9 * M. :k M@.J * 3=H _ ;5 +, +9.<a,.* 3*NA -* 789 M@.J U*.R m. 3=H 9*. Q.9 N@0@2 * 789 :. M*5 * 789 :. a*.@@z5 * % 10/6 M*5.@z= )* +9 9 MF +, 9 * M. :k =.K *=* U*.R..* o@r5 Q(β= 0/236) =* 789 :. N@0@2 *.@hs5 M*T@ ).=F@.,_ ;5 *.b \,5 (β = 0/141).K NN9@>5 ;5 +, M,.,_ ;5 +, N5 9 MF 3*NA o- m. 3=H.* K@KV5 9 ] *. * M@.J A *qj.@hs5 *NA a% )* 3=H M*5 F *@2 012 )* V ar F :4J M*5 =H )* )@@,5..9 >K F ak@kv5 3=H * 012 +, )* M*=* M]F* r* 3 :@AR )=H.J.x 9 M]F* =,*) M]F* 9*. Q:H.J.x t*, M*N M*= * r@v *.9 \5 * M=.@ (.9 N => * G@5 a8@iv5 3 3_ M=.@ M]F* :@Ne m,5* )* * <F* G M*5 M* MF )R N9 M*=* )*.N. a4= _ :h 3*. :b ;s M]F* _..< 3 *.NN9 :h 789 T@ * _ < _ 0* M.9 \,5 (β= 0/141) NN9@>5 ;5 +, 9 )*.:>@ *NA M (JNN9 N@0@2) 3*qJ.@hS5 ab 3*qJ.@hS5 =* :V * M]F* M* qj * M*=*. _ *5 9*. MF M]F* 5*_ : *qJ.@hS5._,5 (β = 0/007) 3.H ;5 +, 9 $PF.* M N@0@2 789 :.

19 $PF HR* +, 9=b \ * 789 :. *NA JNN9 N@0@2 M*5 K=> 3.@z= * +ˆ@ 9 a*.@@z5 M*T@.45 +,.@z= MTH* 9 * $PF T@β.K..:* =H 0*TH* 0/028 M*T@ )@@,5 U.R b.45 +, (β= 0/133) * * 3*qJ.@hS5 ).=F@ 5Db.45 +, 9 NA 3*qJ.@hS5 )* *K 9 N. (β= 0/106) * *.b 3*qJ.@hS5 \,5.9 * (1391) * 3 F12 3=H M*5 -* )*.:>@ * FP.h* 0*TH*.45 3+,. = ;5 3 * MF 9 +, )@ 9 N=H F12 L T@ (1392) b2 3V. N@ )*.* 3*NA :, -* $IP5 ab 0**.45.x s *.H +, *5.45 +, 9 :4J M*5 * ;5 +, =>*5.45 +, T@.Rs 012. *.b.@hs5 :V5 :. JNN9 N@0@2 ab N*5 N9. 9 *.b.@hs5 :V5.45 +, 3** *.H* 9 :4J M*5 =H )* )@@,5.N 0*TH* * 789 NN9 T9.= 9 *.H* * adb. * _ 5.=F@ 5Db M*=* * * <F* M=.@ * M]F* 9 T@ * MN@L* 3.@J : M M* A M]F* *.=N9 :@* b.45 +, )=* *.b \,5. )@N`.* G 3.@J * b.45 +, 3**.H 9*. Q MF * M*=*.x * :@b8_,=*.. aq * s*.l 9 9 \]* N*.H *qj.@hs5.in ).5G%* G :E@ 3D* N* :N 012 * : ^= 5 N=> <F* 3.@J 0K ;5.< 3+, )@.,_ ;5 +, :4J M*5.Rs 3+, A5 5 7* )*..* M*=* 789 :. 3.hi +, H.L *.* :@* a.r <F* M*=* M 34i ;5.N9 N@0@2 _ * M*=* 789 :. *5 ;5 +, *..45 3:@KH 3K5* M]F* =H.@@z5 3.@J N*.H 3K5* \x M*.< M*. M*T. )*.N Q.]N G@IV5 :H.F@2 :..45 ;5 ) 3@ A5, :.NN9 85 M*=* 789

20 # -=> <* 108 SE +, -*.(1393) G l. R M8 * Q. 3]* M* 0* M*.J_ 3.@J :H.F@2 T@<* 789 : (4) 8 :. 3., NGIH.. M=. -= 3+,..(1394) *. QV N@* G].M9 T2 \G <F* G :E@ 3D* : (1) 12 T2 A5 3\J =@IP 3J1 789 :. 3+, -*.(1392) R.@G 0FP :. =H@ F12-G NGIH.T. *=* 7* MGA (2) 4 :@b8_ A* N@0@ , 0K.(1390), l@ LH * (4) 6 3=H \G G].= MF_ *A=* M]F* M -*.(1388).,9*G *.H ]@_ M*5 3@4AGb M@F.%A a@* 012.3K=*.45 o- ) :@>N (55)14 M -*..(1388) MJ1 *= *. 3, Q= V% Q\* 2 \G n-k M]F* 3.@J ;5 3+, )@ A5 3\J G].M4%* T2 \G <F* T2 F* (3) 6 T2 <F* M*=* J.(1392) N* e V=H = *s* Q* 5s 3T. 012 NGIH.;5 N*.H 3K=*.45.9 I_ (3) 19 3+,.@hS5..(1390) \*. 2 % o% Œ5 ]F4 N@>s 3T. 012.aL,5* a8l* 3NH, 3.@J M*T@..H (2) 8 *.K=* : t**.(1389) IA 3.H * 2M@G QG PG_ (2) 1 =@.5 NM* NGIH :.

21 D* ;5 3+,.(1390) A> 3 =.H b 0 *.* G].M*.* T2 \G <F* A5 3F* G (8) 11 T2 \G 3+,..(1389).% FP Q)@>sV *1b* T2 G].M]N>H T2 \G <F* G :E@ 3D* ; (3) 14 MJT. )@ -*..(1387) K5 N@>sb Œ.* u9 Q@A 2t.M4%*. N* 7* 3.@J :. 34i (1) 4 =_NM* =@ ** 3*. N* :789 :. MNH.(1394),.H Ks *U@,s R (27) 5 T2 \G *.* G] M.9 0* 3.@J 3+,.45 3+, -*..(1391). =AH >* \G <F12.w9.45 M*.5. M=.@ n-k M*.17 1 (2) 3 <N.H aa- 3.@J NM* :).2 NM*.(1391).,9*G l@.m* :M*.5.F 0*. M*=* ;5 3..(1389) )@ 3.h 4-I :. ak@kv5 NGIH..j M]e M=* 8* * <F* (4) 3 <=> -*.(1393) Gs* 3V *.92 Q. :b*% <F* N.H.<F* 3 A- :M* , (2) 4 8* :. +,. GA 3T)@* N (1) 24 NGIH.789 s*.l. M.@hS5 ;5 3<* G.b (55) NGIH A 0*.J *P V@G t QD M ;5 +, M 0K -= n-k MGA 3K=* (13) 2 3T.

22 # -=> <* 110 ab nn.45 3+, -*.(1392) O*, b2 3V (3) 4 :. =H@.7* M* ,. = ;5 3.h*.(1391) *:]s * F12 NGIH.@ -5@K FP.h* ŽK5* (2) 5 F* *3FH* Q@s 3 s M.% Q N *.J QG)>s.> K@,-5 A-.(1391) x*.ib *V 3.x=N 3=.2 M]F*.,*_ 3.@J.45 +, (2) 4 T2 \G 012.F T2 \G <F* URL: Dahar, M. A.; Faize, F. A.; Niwaz, A.; Hussain, M. A. & Zaman A. (2010). Relationship between the leadership styles and academic achievement at the secondary stage in Panjab (Pakistan). International Journal of Academic Research, 2 (6), Djigić, G. & Stojiljković, S. (2012). Design learning protocol for classroom management styles assessment designing. Procedia - Social and Behavioral Sciences, 45, Gettinger, M. & Kohler, K. M. (2006). Process-outcome approaches to classroom management and effective teaching. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues, Evrim, E. A.; Gokce, K. & Enisa, M. (2009). Exploring the relationship between teacher beliefs and styles on classroom management in relation to actual teaching practices: a case study. Pocedia Social and Behavioral Sciences, 1 (1), Grasha, F. & Grasha, L. R. (1996). Teaching with style. Alliance publishers. Available from: URL: Marzano, R. J. & Marzano, J. S. (2008). The key to classroom management. Educational Leadership, 61(1), 6-13.

23 Sternberg, R. J. (1998). Mental self-government, a theory of intellectual styles and their development. Human Development, Stough, M.; Montague, L.; Landmark, J. & Kendra, W. D. (2015). Persistent Classroom Management Training Needs of Experienced Teachers. Journal of the Scholarship of Teaching & Learning, 15 (5),