The Relationship between Faculty Member's Thinking and Teaching Styles with Their Classroom Management (Case Study: Urmia University)

The purpose of this research was to study the relationship between faculty members’ thinking and teaching styles with their classroom management. This is a descriptive-correlational research in which the statistical Population comprised all the faculty members of Urmia University (n=421) from which 143 respondents were selected according to stratified random sampling method. Three questionnaires were used to collect the research data about thinking, teaching, and classroom management styles. The validity of questionnaires was determined by thematic experts and their reliability was calculated using Cronbach's alpha coefficient, which were 0/835, 0/829, and 0/657, respectively. Data analysis was done using Pearson correlation and regression with SPSS software. The results showed that among different types of teaching style, the expert teaching can significantly predict class management style; it was also found that the teaching style could predict a 10% style of classroom management, and other findings showed that thinking style could increase the predictive power of classroom management by an average of 2.8%, although this is not significant.