Investigating the Relationship between Classroom Management Styles and Personality Traits of Yazd Primary School Teachers

Regarding educational problems one of the influential factors affecting student learning is teachers’ classroom management. Teachers’ management style is itself influenced by diverse factors such as teacher’s personality traits. The purpose of this study was to investigate the relationship between classroom management style and personality traits of Yazd primary school teachers. This descriptive-correlational study involved 244 teachers (females=149 & males=95). The respondents were administered classroom management style questionnaire and personality trait questionnaire (NEO، short form) along with some demographic questions. The study results suggested that education management style from among the five personality traits had a significant relationship with only conscientiousness (p<0/05 & r= 0/165). In addition، there was a significant relationship between behavior management style، and agreeableness and conscientiousness (r=0/164، r= 0/232 & r= 0/291 respectively) but it had a negatively significant relationship with nervousness (p<0/05 & r= -0/164).