The Survey of relationship between classroom management styles and self-efficacy of teachers with educational well-being of senior school students

The purpose of this study was to investigate the relationship between classroom management styles and teacher self-efficacy with educational well-being of junior high school male students and teachers at district 2 of education office in Khoramabad. The design of this research was descriptive correlational.  The population of this study consisted of 225 teachers and 1084 students. The sample size was calculated based on Krejcie and Morgan's table. Based on relative stratified sampling technique, 60 teachers and 300 students were selected as the subjects of the study. The instruments used in the present study included Wolfgang and Glickman’s  (1986) classroom management style inventory, Bandora ‘s teacher self-efficacy questionnaire, and Peterson et al’s educational well-being questionnaire. Descriptive statistics (mean, standard deviation, frequency and percentage) as well as inferential statistics (Pearson correlation coefficient and multiple regression) were used to analyze the data. The results indicated that with 99% confidence, it can be said that there is a positive and significant relationship between interactive classroom management styles and educational well-being and a negative relationship between interventionist classroom management style and educational well-being of male students and teachers at junior high schools. There is a positive relationship between self-efficacy and educational well-being of male students and teachers at junior high schools. In other words, by increasing the marks of classroom management style and self-efficacy, the subjects’ educational well-being increases. The regression coefficient showed that parent participation as one of the components of teacher self-efficacy can increase the subjects’ educational well-being. Other components of teacher self-efficacy had no effects on the subjects’ educational well-being.