Investigating the Relationship between Educational Philosophy Types with Classroom Management Strategies among Teachers in Dehloran Schools

Maleki Pour, Ahmad; Maleki Pour, Eisa; Moamer, Jamal; Morad Zadeh, Rahim

Investigating the Relationship between Educational Philosophy Types with Classroom Management Strategies among Teachers in Dehloran Schools

Document Type : Original Article

Authors

¹ Ph.D. student of curriculum planning, Faculty of Education and Psychology, University of Tehran, IRAN.

² Staff of Dehloran Education Office, IRAN.

³ Ph.D Student in Curriculum, Faculty of Educational Sciences and Psychology, University of Tehran, IRAN.

⁴ Master of Science in Sociology, Teacher, Dehloran, IRAN.

Abstract

The purpose of this study was to investigate the relationship between educational philosophy types and classroom management strategies among teachers of the Dehloran schools. The research method is descriptive-correlational. The statistical population of this study is all teachers of secondary schools in Dehloran District(124 teachers) in 1995-1996 academic year. Due to the limited statistical community, the questionnaire was distributed among all of them. The data gathering tool was Saddker Standard Questionnaire (2014) and Indiana" central University Classroom Management Strategies (2013). The validity of the questionnaires was obtained by a panel of experts. The reliability of the questionnaires (Cronbach's alpha) was 0.82 and 0.88 respectively. Pearson correlation and multivariable regression were used to analyze the data in inferential statistics. The results of this study showed that there is a significant relationship between the types of philosophy of education and the class management strategies and also the types of philosophy of essentiality and sustainability are capable of predicting the authoritarian and authoritative class management. The types of philosophy of progression and reconstruction have the ability to predict the authoritative, democratic and indifferent management . And types of existential philosophy can also predict democratic and indifferent management. Teachers are more likely to believe in democratic and somewhat indifferent management strategies rooted in philosophy of education in Progressivism and existentialism.

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