Higher Education Letter Vol. 11, No. 41, Spring 2018 89-111 $% 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* *.4 421 3 HI5 3.@J * 4=* 9 @* OP=* 3 M*N.4 143 =,> 3*K,L QNF.2 * * 3.J 3*.. :. +, ;5 3+,.45 3+, MIIP= NF.2 *. 4=* 789 4=* T@ NF.2 2..9 @S5 R U@5.5 9,V W,.9 34 U.R * 3* @GV5. : 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@ )* 9 @* <F* G :E@ 3D* :%" MJc*.;5 +, 789 :..45 +, ddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddd T.,5 M]e @ <F* NM* =@.5 \G F* 3T. @F* (piri_moosa@yahoo.com :E> N>) @* <F* 3T. * N9
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# -=> <* 108 SE +, -*.(1393) G l. R M8 * Q. 3]* M* 0* M*.J_ 3.@J :H.F@2 T@<* 789 :..33 21 (4) 8 :. 3., NGIH.. M=. -= 3+,..(1394) *. 9. M@8j @s @s QV N@* G].M9 T2 \G <F* G :E@ 3D* 7 789 :..48 38 (1) 12 T2 A5 3\J =@IP 3J1 789 :. 3+, -*.(1392) R.@G 0FP :. =H@ F12-G NGIH.T. *=* 7* MGA.198 185 (2) 4 :@b8_ A* N@0@2.45 3+, 0K.(1390), l@ LH *.5.376 369 (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 3.61 45 (55)14 M -*..(1388) MJ1 *= *. 3, Q= V% Q\* 2 \G n-k M]F* 3.@J 3+, @5* ;5 3+, )@ A5 3\J G].M4%* T2 \G <F* T2 F*.42 30 (3) 6 T2 <F* M*=* J.(1392) N* e V=H = *s* Q* 5s 3T. 012 NGIH.;5 N*.H 3K=*.45.9 I_.119-103 (3) 19 3+,.@hS5..(1390) \*. 2 % o% Œ5 ]F4 N@>s 3T. 012.aL,5* a8l* 3NH, 3.@J M*T@..H.31 26 (2) 8 *.K=* : t**.(1389) IA 3.H * 2M@G QG PG_.71 60 (2) 1 =@.5 NM* NGIH. 7 789 :.
109... :E@ 3D* ;5 3+,.(1390) A> 3 =.H b 0 *.* G].M*.* T2 \G <F* A5 3F* G.925-917 (8) 11 T2 \G 3+,..(1389).% PF @s FP Q)@>sV *1b* T2 G].M]N>H T2 \G <F* G :E@ 3D* ;5.41-26 (3) 14 MJT. )@ -*..(1387) K5 N@>sb Œ.* u9 Q@A 2t.M4%*. N* 7* 3.@J 7 789 :. 34i.40 23 (1) 4 =_NM* =@.5 3012 ** 3*. N* :789 :. MNH.(1394),.H Ks *U@,s R.204 192 (27) 5 T2 \G *.* G].7 789 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*.94-70 (4) 3 <=> -*.(1393) Gs* 3V *.92 Q. :b*% <F* N.H.<F* 3 A- :M*..45 3+,.47 23 (2) 4 8* :. +,. GA 3J1.@hS5.(1387).@* @ 3T)@* N.135 103 (1) 24 :@.5 @GA5 NGIH.789 s*.l. M.@hS5 ;5 3<* N*2 @GV5.(1394) G.b.138 113 (55) 14 33 NGIH.7 789 3A 0*.J M*T@..(1393) @R. *P V@G t QD5..9 012.M ;5 +, M 0K -= n-k MGA 3K=*.45.68 45 (13) 2 3T.
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