The Study of Classroom Management Styles of Faculty Members in Kashan University of Medical Sciences, Iran

Classroom management is a key variable in creating a desirable environment for students’ training and learning. Today, equipping professors with managerial skills in planning for professional education, especially medical education, is necessary. Thus, the aim of this research was to investigate classroom management styles of faculty members in Kashan University of Medical Sciences, Iran. This was a descriptive survey. The statistical population consisted of all faculty members of Kashan University of Medical Sciences (n = 182). Through stratified random sampling method, 114 individuals were selected. We used a standard questionnaire to assess classroom management styles. The questionnaire consisted of 25 4-point items and 3 styles of education management (questions 1 to 13), people management (questions 14 to 21), and behavior management (questions 22 to 25) based on 3 approaches (interventional, interactive, non-interventional). The validity of the questionnaire was confirmed using content validity. The reliability of the questionnaire was also confirmed using Cronbach’s alpha coefficient (α = 0.82). Data analysis was performed using descriptive statistics (frequency, percentage, and mean and standard deviation) and analytical statistics (ANOVA and Student’s independent t tests). The mean of each classroom management style was higher than the estimated average (2.5). The highest average was that of education management style (2.75). Based on the obtained means, classroom management (68.28) was an interventional approach. Findings showed that university faculty members, respectively, have the highest regard for education management and people management, and the least regard for behavior management.