Predicting Women Teachers᾽ Classroom Management Style According to Mindfulness and Academic Optimism

Document Type : Research Paper

Authors

• farideh hamidi ¹
• hengameh memari ²

¹ Shahid Rajaee Teacher Training University

² Shahid Rajaee University-Tehran

Abstract

The purpose of present research was “Predicting Women Teachers' Classroom Management Style according to Mindfulness and Academic Optimism”. From the whole number of women teachers of the girls᾽ secondary schools in Tehran that were 21110 in 1393-94, selected 385 teachers through multi-steps cluster-randomized sampling and Cochran formula. Three questionnaires included 'Classroom Management Styles' (Martin et al, 1998), 'Academic Optimism Scale' (Hoy et al, 2008) and 'Langer Mindfulness Scale' (Langer, 2004) were applied for collecting data. The validity of questionnaires acquired with referring to experts and construct validity through factor analysis. The reliability of these questionnaires through Cronbach alpha was in the following manner: 0.69, 0.82 and 0.75. The data were analyzed through logistic regression. Results showed that “Engagement” had negative correlation with non-interventional (R2=0/099) and interactional (R2=0/138) classroom management style (p<0/05), and “Academic Emphasis” had positive correlation with interventional (R2=0/106) and interactional (R2=0/087) classroom management style. Although based on results only ‘Engagement’ from mindfulness and ‘Academic Emphasis’ from academic optimism have significant role in predicting teachers classroom management style.  

Keywords

• classroom management style
• mindfulness
• Academic Optimism
• women teachers

20.1001.1.20086369.1396.8.31.6.4

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