The Relationship between Teachers' Professional Role in Classroom Management Style and Social Support Network with Students' Academic Self-Efficacy

Document Type : research paper

Authors

1 Associate professor, department of educational management, Farhangian University, Tehran, Iran

2 Assistant professor, department of educational management, Farhangian University, Tehran, Iran

3 MA in educational management, Farhangian University, Tehran, Iran

Abstract

Background and Objectives: The teacher is the main focus of classroom management and by establishing communication with students, can play an effective role in their psychological and social development. One of the dimensions of this development is students’ academic self-efficacy. The present study aimed to investigate the relationship between teachers, professional role in classroom management style and social support network with students’ academic self-efficacy. Methods: The present study was descriptive-correlational and applied in terms of purpose. The statistical population of this study is all teachers and students of the first secondary schools for boys in Bijar city in Academic year 1401-1402, with 2761 students and 150 teachers. The statistical sample size was based on the Krejci and Morgan (1970) table, using multi-stage cluster sampling method for 339 students and simple random sampling method for 113 teachers. The data were collected using the classroom management style questionnaire (Wolfgang & Glickman, 1986), the social support questionnaire (Wax Phillips et al., 1986), and the academic self-efficacy questionnaire (Jinks & Morgan, 1999). To examine the hypotheses, T-test, Pearson correlation, and multiple linear regression were used using SPSS version 16. Findings: The results of the study showed that there is a direct significant relationship between the variables of social support and classroom management and self-efficacy, and also a significant and positive correlation was observed between the criterion variables and the predictor variable at the P≥0.05 level. The results of the regression analysis showed that the predictor variables of social support and classroom management with a regression coefficient of 0.19 and a standard regression coefficient of 0.43 can significantly predict academic self-efficacy. Classroom management with a beta statistic of 0.33 has a greater contribution to predicting academic self-efficacy. Conclusion: Considering the relationship between social support and teachers’ classroom management and self-efficacy, necessary planning should be done to create a safe, supportive, and dynamic environment to make the classroom effective and improve students' academic self-efficacy.

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Main Subjects

Teacher Professional Development
Volume 9, Issue 4 - Serial Number 34
December 2024
Pages 51-72

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