classroom management

The aim of the current research was to investigate the lived experiences of (government) elementary school teachers in Shiraz about the technique of engaging expression. This research was qualitative and the method used was Husserli's phenomenology. The participants in the research were 10 teachers with teaching experience in the central and suburban areas of Shiraz, and were selected with a purposeful sampling approach. The data collection method of this research was a semi-structured interview. To measure the initial validity of the data, the criteria of acceptability (the alignment method was used and it has been tried to determine this credibility by collecting enough data from multiple sources) and reliability (this criterion actually refers to the stability of the results in refers to different times and conditions and is equivalent to reliability in quantitative research) qualitative data was used. After coding the data, the theme analysis method was used to form a network of interesting fan expressions. In the following, the exploratory pattern was formed in an overarching theme called the attractive art of expression. The organizing themes were 1) related to pre-performance (mastering the content, creating interest, summarizing,…) , 2) related to during performance (creativity, appropriate tone, speed of speech,…) and 3) related to post-implementation (popularity, power of apology, power of leadership,…) was divided and as a result, the exploratory model was formed in an overarching theme called the art of attractive expression.

This research tries to introduce virtual education with the view of homework review, related issues in Iranian schools, and pays more attention to educational designers and programmers to move towards virtualization. The method of this research is qualitative and in the form of direct observation of Farhangian University skills. The results indicate that the role of education in the growth and development of the country, especially primary education, is very important and should be taken seriously. Be compassionate and knowledgeable to be trained professionally. In this regard, a beautiful educational environment should be designed for these schools and their management should be left to knowledgeable and experienced people. Today, cyberspace is one of the most effective tools in education. However, teaching in this environment creates problems for the audience and doubles the heavy mission of a teacher. Teachers with self-awareness, self-fulfillment and spiritual influence in the hearts of students, in the light of proper education and institutionalization of high religious and Islamic values ​​will be able to transform society from within and lead to excellence, growth and prosperity, and God-centered and Educate creators of Islamic ethics.

The teacher is the main focus of classroom management and by establishing communication with students, can play an effective role in their psychological and social development. One of the dimensions of this development is students’ academic self-efficacy. The present study aimed to investigate the relationship between teachers, professional role in classroom management style and social support network with students’ academic self-efficacy.

The present study was descriptive-correlational and applied in terms of purpose. The statistical population of this study is all teachers and students of the first secondary schools for boys in Bijar city in Academic year 1401-1402, with 2761 students and 150 teachers. The statistical sample size was based on the Krejci and Morgan (1970) table, using multi-stage cluster sampling method for 339 students and simple random sampling method for 113 teachers. The data were collected using the classroom management style questionnaire (Wolfgang & Glickman, 1986), the social support questionnaire (Wax Phillips et al., 1986), and the academic self-efficacy questionnaire (Jinks & Morgan, 1999). To examine the hypotheses, T-test, Pearson correlation, and multiple linear regression were used using SPSS version 16.

The results of the study showed that there is a direct significant relationship between the variables of social support and classroom management and self-efficacy, and also a significant and positive correlation was observed between the criterion variables and the predictor variable at the P≥0.05 level. The results of the regression analysis showed that the predictor variables of social support and classroom management with a regression coefficient of 0.19 and a standard regression coefficient of 0.43 can significantly predict academic self-efficacy. Classroom management with a beta statistic of 0.33 has a greater contribution to predicting academic self-efficacy.

Considering the relationship between social support and teachers’ classroom management and self-efficacy, necessary planning should be done to create a safe, supportive, and dynamic environment to make the classroom effective and improve students' academic self-efficacy.

The purpose of this study was to investigate the relationship between teacher self-efficacy in classroom management and the professional qualifications of primary school teachers.

The statistical population under study included elementary school teachers of Ardal city, from among them, 100 people were selected by available sampling method.

Standard questionnaires of teacher self-efficacy in classroom management and teachers' professional qualifications were used to collect data. The collected data were analyzed using Pearson's correlation coefficient. These findings show that teacher self-efficacy in classroom management is an important and determining factor for teachers' professional qualifications. Based on this, investing in improving teachers' self-efficacy in classroom management can be an effective strategy to improve their professional qualifications and, as a result, the quality and effectiveness of the education system.Discussion and

The results showed that there is a strong positive and significant correlation between teacher self-efficacy in classroom management and teachers' professional qualifications, including cognitive skills, attitudinal and behavioral competence, managerial competence and overall professional competence. Also, teacher self-efficacy in classroom management could significantly predict teachers' professional qualifications.Keywords: teacher self-efficacy, classroom management, professional qualifications, primary school teachers

This paper aims to present a clear picture of the state of classroom management, its consequences and influencing factors on teachers and students in Iranian primary schools.

Classified as a systematic review, this study's statistical population includes all research exploring primary school classroom management in Iran from various perspectives. After an initial search based on entry criteria and using CASP, 31 articles were selected for systematic review from 68 initially retrieved articles. Cohen's kappa coefficient was employed to assess the quality and reliability of the chosen articles, resulting in a coefficient value of 0.81.

Findings showed that previous studies in the field of primary school classroom management have mainly focused on four key themes: the conceptualization of classroom management in elementary schools, prevalent classroom management styles among teachers, variables associated with classroom management styles, and Iranian studies have identified 42 concepts across 14 axes within five themes. Notably, the theme of classroom management challenges was relatively underrepresented in the existing literature.

The outcomes of this study are significant for educational policymakers, school administrators, and educational strategists. Creating a dynamic learning environment and fostering enthusiasm among primary school educators to adopt effective classroom management styles, particularly interactive approaches, can enhance psychological, academic, and performance skills.

The present study has been performed with the aim of presenting a causal model of organizational intelligence relationship on classroom management with the mediating role of teachers' philosophical mindset and self-efficacy. The methodology of this study is descriptive and correlational. The statistical population included all elementary school teachers of Firozabad city in the academic year 1401-1400 (283 people), that 150 people were selected using relative stratified sampling and regarding Morgan's table.To collect data, the organizational intelligence questionnaire of Karal Albrecht (2003), the classroom management styles of Amin Yazdi and Aali (2018), the philosophical mindset of Iraj Soltani (1997) and the teacher self-efficacy scale of Aschanen, Moran and Woolfolk (2001) were used. To conduct statistical analysis, Path analysis and Amos software were used. The results showed that organizational intelligence has a direct and significant effect on self-efficacy, philosophical mindset and classroom management. On the other hand, self-efficacy and philosophical mindset have a direct and significant effect on classroom management, and also organizational intelligence through self-efficacy and philosophical mindset has an indirect and significant effect on classroom management. Therefore, it can be concluded that philosophical mindset and self-efficacy of teachers are among the variables that impact classroom management.

To determine the mediating effect of teachers’ disciplinary approaches, as a classroom management tool, on students’ personal responsibility and agentic engagement, a sample of 334 students of 7th-9th grades in 15 classrooms of 5 schools in Tehran was given questionnaires on the above-mentioned three constructs. The research instruments included Reeve & Tseng Agentic Engagement Scale (2011) and Lewis Student Responsibility Questionnaire (2001). The used instruments were assumed to be valid and reliable. Data analysis through regression while confirming the effect of responsibility on engagement, clearly showed that teachers’ compulsory strategies of discipline reduce the impact of responsibility on engagement. The compulsory strategies of discipline utilize techniques that increase environmental control and decrease autonomy. Given such conditions, despite students’ responsibility, their engagement tend to diminish.

The purpose of this study was to enumerate and explain the challenges and problems of education-learning in schools during the outbreak of coronavirus and to provide solutions to solve them. The method of this study has been done with a qualitative approach and the method of grounded theory. The statistical population of the present study was all teachers (teachers and educators) of Nazloo Education Department of Urmia city. The sampling method of the present study was non-random and purposeful that 25 teachers (teachers and teachers) were selected as a statistical sample. In the present study, a semi-structured interview tool was used to obtain data. The results showed: The most important challenges and problems of schools (in terms of teaching and classroom management) include: lack of cyberspace facilities, teachers' unfamiliarity with cyberspace and its facilities, lack of sufficient motivation in students, problems related to the first grade, lack of Observing students' behavior in real situations, lack of cheerfulness in virtual classrooms, lack of self-confidence in students, difficulty teaching practical subjects such as experiments and art, lack of group activity between students, inactivity of some students in the program are happy.

Proper management of the classroom is one of the most important factors in improving the performance of learners, and performance improvement is one of the ultimate goals of educational systems. Therefore, it is necessary to know the factors influencing class management. Therefore, the present study aimed to determine the mediating role of emotional creativity in the relationship between teachers' emotions and classroom management at Farhangian University. The research method was descriptive-correlational using structural equation modeling and the statistical population of all professors of Farhangian University with a population of 7000 people that by random cluster sampling, 400 people were selected as the sample size. The tools used included:, Chen Emotion Questionnaire (2016), (Reliability 0.76), Wolfgang & Glickman Class Management Questionnaire (1986), (Reliability 0.767) and April Emotional Creativity Questionnaire (1991), (Reliability 0.796) were used. . The collected data were analyzed using path coefficient and t-statistic and structural equation method using SPSS software version 23 and Amos version 24. The Sobel test was also used to measure the effect of the mediating variable. The results showed that the relationship between classroom management and teachers 'emotions is negative and significant, and emotional creativity as a mediating variable improves the relationship between teachers' emotions and classroom management. Overall, the results showed that the research data has a desirable and acceptable fit and supports the research model.Keywords: Classroom Management, Teacher Emotions, Emotional Creativity. Farhangian University professors.

The purpose of this inquiry was exploring teachers' methods and practices regarding homework assignment in junior elementary education. An interview-based qualititavie research method was adopted for this purpose. The Statistical population included experienced teachers in junior elementary level in the city of Kashan. 33 teachers were selected accordning to purposeful sampling method for interviewing. The interview data were analyzed through fragmental and holistic coding method in Atlas.ti software. Coding reliability was estimated to be around 0.65 to 0.75 according to intercoder aggrement and Holistic Index. After coding and stepwise refinement of codes in Atlas.ti, six semantic networks were discovered which revealed teachers’ productive use of homework: 1. As a Strategy for more complete learning; 2. As a Strategy for developing participation; 3. As a Strategy for formative evaluation and teaching improvement; 4. As a Strategy for differentiated instruction; 5. As a Strategy for giving feedback; and 6. As a Strategy for diversifying instructional activities. One complementary and substantial finding of this research is the considerable differences in teachers’ methods for homework assignment: The required time for completing homework varies to a great extent, teachers may change the nature of homework due to the pressure they experience from the parents, principal and other teachers’ side, and there is no consistent and settled approach regardning homework evaluation.

One of the most important issues in the field of educational psychology is to achieve conditionsthat improve and enhance the performance of learners. There is no doubt that there is only one clear way to improve learners' performance. But numerous studies have enabled researchers to identify the most effective determinants of student performance. Without a doubt, proper classroom management is one of the most important factors. The present study aimed to determine the relationship between teacher emotions on classroom management and the mediating role of self-efficacy. Descriptive-correlation method using the Structural Equation Modelingand the statistical population of all professors of Farhangian University with 7000 people who selected by the random cluster method bit win of 400 people as a sample size In this way, first the clusters are selected based on the geographical regions of the country and then randomly from the north: Gilan and Mazandaran provinces, center: Tehran, Qom, Semnan, Yazd, from the west: Ardabil, Sanandaj and Kermanshah, south: Bushehr, Bandar Abbas, and from the east: Khorasan Razavi have been selected as an example of this research.and data collected by exciting questionnaires of teacher Chen . (2016), (Reliability 0.768), in order to measure the emotions of pleasure, love, enjoyment, anxiety, anger and fear. This questionnaire includes 26 questions using 6 scale from never to forever. Wolfgang & Glickman Class Management Questionnaire (1986), reliability 0.798), this questionnaire includes 25 baseda five-scale Likert scale including: never, rarely, sometimes, often and always. This questionnaire has 3 factors: Educational management , members management and behavior management. And Bandura teacher self-efficacy (1997) (reliability 0.886) To measure self-efficacy, Bandura teacher self-efficacy questionnaire with 30 questions was used, which after examining 7 questions were deleted with the opinion of professors 23 questions remind Including self-efficacy for decision making and educational self-efficacy, disciplinary self-efficacy and self-efficacy for creating a positive atmosphere were useed.The scoring of the questionnaire using the 5-deegre Likert scale is with very low, low, medium, high and very high options. Data were analyzed by structural equation modeling and Sobel test by using AMOS 24 software. Based on the findings, the fit indices of the model were approved. And the data are reported to the acceptable extent of each of the fit indices. Index, CMIN The absolute fit index is less than 5 and is in the desired range. Indicator NFI=0.942 Or the Bentler-Bount softened index And the Tucker Lewis index TLI=0.952 and ,CFI=0.964 , All of them are adaptive fit indices with a value higher than 0.9 and are in a very desirable range. the amount of RMSE=0.06 Which is one of the economical fit indices, is less than the border of 0.8 and is very desirable and acceptable. As a result, the tested model has a fit in this with the data.To examine the effect of the mediator variable, the Sobel test was used, which shows that the mediator variable of self-efficacy has a significant effect on the studied path, and has increased the effect of teacher excitement on classroom management according to the path coefficient. Given the negative and significant relationship between emotion and classroom management, it is necessary to train teacher for emotion management. Teachers who can manage emotion manage their emotional responses in the classroom and interact better with their learners, which is a classroom management tool. Learners are usually dissatisfied with their teachers' anger and react in adolescence and young adulthood, which leads to class indiscipline and, consequently, more anger at the teacher and a lack of enjoyment of teaching and class. Thus, emotions affect students' performance through cognitive resources, learning strategies, self-regulatory and motivational strategies, and students' and teachers' interactions with the classroom and school context.Hargreaves (1998) emphasized that good teaching is enhanced by positive emotions, and that successful teachers play an important role in increasing learners' desire to learn by demonstrating their true passion for teaching. In this regard, Franzel, Goetz, Stephens and Jacob (2009) showed that while teachers' positive emotions are related to using creative and flexible teaching strategies and increasing students' motivation for progress, While teachers' negative emotions weakening creative teaching strategies. And flexibility in them also affects learners' learning outcomes.According to Bandura's theory, self-efficacy affects human behavior not only directly but also indirectly through cognitive, emotional, selective and social processes. Teachers with higher self-efficacy seem to be more resilient when confronted with adverse events in the classroom and do not accept negative thoughts about themselves and their abilities. Accordingly, self-efficacy beliefs help them perform better in the face of student misconduct and classroom disciplinary issues. Considering that Farhangian University is the only center of teacher training in the country, the best decisions should be implemented in this university.It is suggested that a unique titled” Classroom Management “be included in the general courses of this university. Also, due to the significant relationship between emotion and classroom management, it is suggested that educational programs in the field of emotion recognition and emotion regulation strategies to be introduce and students' skills increase in emotion regulation by university educational planning trustees. Adding a course of ” motivation and excitement “ . And workshops by title of “ emotion on behavior and emotion management” . Education through the media has a great impact and media cooperation in education can have a greater indirect impact.. Considering the significant relationship between self-efficacy and classroom management and teacher excitement, it is suggested that educational workshops be considered whit the subject of ‘self- study’ by university professors in order to increase students' self-efficacy. Students self-efficacy and teachers will improve with more practice and continuous and specialized feedback from professors. The professors of Farhangian University must have special planning for this important issue. This study faced limitations, including the data of this study was collected during the Coved epidemic and consequently the virtual of classes. Another limitation is that the design of the present study was a correlational study in which the relationships between variables were examined. Therefore, it is not possible to make causal inferences between the studied variables. In regard to statistical population professors of Farhangian and different organization climate of this university. It must be avid to extend the result to other educational center.Keywords: self-efficacy, teacher emotions, Classroom Management, Professors of Farhangian University.

The main objective of this study was to represent teachers' experiences of the teachinglearning process in overcrowded classrooms. The study, benefitting from a grounded theory method, was an attempt to answer the following questions: What are the main causes of overcrowded classrooms? What is the central phenomenon? What are the causal processes and conditions of overcrowded classrooms? What specific issues may affect the central phenomenon? Due to the selected strategies what kind of consequences should be expected? The participants of this study were 30 elementary school teachers in Sanandaj, the Kurdistan Province, Iran who had several years of teaching experience in overcrowded classrooms. The participants were semistructurally interviewed and the obtained data was subjected to coding and analyzed by using constant comparative analysis. Based on the findings, 117 open codes, 50 axial codes, and 19 selective codes were identified. The findings also revealed how unequal educational, financial, and human resource allocation, lack of parental involvement, and improper school admission criteria had led to overcrowded classrooms. The findings further indicated that teachers in overcrowded classrooms faced such common challenges as maintaining classroom discipline, creating an active learning environment, and carrying out evaluations of students' progress in learning. Overall, overcrowded classrooms can lead to some negative consequences, including ignorance of students' individual differences, teachers' lack of self-improvement, low-quality teaching, and stadium-like classrooms. All of these can lead to marginalization of learning and difficulty in classroom management. The findings of this study provide both teachers and education system with valuable insights about teaching in overcrowded classrooms which is a school life challenge and requires teachers who are equipped with some essential skills for overcoming it.

The purpose of this study was to investigate the effectiveness of teachers’ traininig in effective classroom management on motivational and emotional  outcomes. Research plan, experimental pretest-posttest control group with follow-up testing was used. The population of this research included all teachers with work experience under 10 years. from seaman elemetry secondary schools and their  class students The participants of intervention program were 40  teachers chosen and participated in random replacement method in experimental and control groups(each group, n=20). All  students in both groups completed the questionnaire of Murray & ZVouch student-teacher relationship (2010) and Pekrun &Goets academic emotions (2006). Then, the intervention was performed for the teachers in experimental group during 15 two hours sessions. Multivariate repeated measures analysis of covariance was used to analyze the data. The result showed that teacher empowerment plays an important role in effective classroom management in improving teacher-student communication skills and increasing positive academic emotions in students.IntroductionThe most influential factor in classroom management is the teacher. providing a proper learning environment and ensuring the class order are among the most important teacher functions (Sanli, 2019). Providing an Effective Learning Environment includes strategies that a teacher applies to create positive and constructive class experiences, increase the cooperation and participation of students and reduce their destructive behaviors, which is often called classroom management (Slavin, 2018).Emotions are contagious and can convey the same feeling to the other person. Therefore, the emotions that teacher experiences in the classroom and shows, have a profound impact on the previous emotions experienced by students. These effects can be observed at the time of education on positive emotions such as enjoying, confidence and pride and negative emotions such as anger, anxiety, and being frustration (Frenzel & et al, 2017). Byers et al. (2018) in a study on 385 teachers, compared the traditional and modern environments and showed that the new environments with creative and dynamic management prepare the students for the future life and lead to the improvement of positive educational consequences. Renninger  and  Hidi (2016) found out that primary teachers have more opportunities to establish constructive interactions and create positive academic emotions in students in comparison with the teachers of higher grades who teach a specific subject.Anttila et al. (2018) showed in their study that the interaction between students and teachers and peers in the classroom is the main ground for the emergence of academic-social emotions in students. They emphasized the role of the informal learning environment as an important factor in the formation ofConsidering the research gap on this subject and the lack of educational programs for teachers in the effective classroom management, this study is going to answer this main reseach question: does training teachers in effective classroom management increase motivational and emotional  outcomes: teacher-studsnt relationship and academic emotions ?MethodsThe population of this research included all teachers with work experience under 10 years from seaman elemetry secondary schools and their  class students. The participants of intervention program were 40  teachers chosen and participated in random replacement method in experimental and control groups.Two groups of experimental and control were matched in terms of school’s level (public), students’ age (10-12 years old), grade (fourth- sixth grade), and also, teacher’s teaching experience (under 10 years), and the age (32 years old in average). Research plan, experimental pretest-posttest control group with follow-up testing was used.. All  students in both groups completed the questionnaires of Murray & ZVouch student-teacher relationship (2010) and Pekrun &Goets academic emotions (2006).Then, the intervention was performed for the teachers in experimental group during 15 two hours sessions. Multivariate repeated measures analysis of covariance was used to analyze the data..The method of the current research is applied in terms of goal and is experimental in terms of data collection. The design used in this research with two groups of control and test is of pre-test, post-test, and follow-up with the control group.To analysis the research data considering the present conditions that is having two groups, various variables for comparison and more than one test step, repeated measures of ANCOVA was applied. To use ANCOVA, the assumption of homogeneity of regression slopes or the non-interaction of pre-test values with groups was investigated. Statistical results showed that the F value of interaction between the covariate and independent variables (groups) was not significant. Therefore, the assumption of homogeneity of regression slopes for all variables was assured. Furthermore, to study the assumption of linearity of correlation of covariate and independent variables, the F value of covariate variable was calculated and the obtained values showed that in all variables, the F value of covariate variable is significant, so the assumption held.ResultsDescriptive findings indicated that the number of female teachers is 80.5% and the number of male teachers is 19.5%, that is, the majority of the teachers in the sample groups were women. Mean and Standard Deviation of the age of teachers receiving the experimental effect in this study was 32.28 years with a dispersion of 4.5 years. 90% of teachers have a Bachelor's degree and the rest have a master’s degree. Of all students, 40% were girls and 60% were boys. The number of boys was approximately 10% more than the girl in the experimental and control groups. In total, the number of the maximum and minimum grades was related to the sixth, fourth, and fifth grades, respectively which was the same in the control group. In the experimental group, the number of students in the sixth and fourth grades was almost the same and the number of students in the fifth grade was slightly less.   However, overall, the number of students from three grades was close.    The results of descriptive statistics of pleasure, hope, and pride components in the academic emotions variable  in two groups showed an increase in the scores of three components of pleasure, hope, and pride in the variable of academic emotions in the experimental group from pre-test to post-test and there are no significant changes in the follow-up step in comparison with the post-test.  Also the results showed that effective classroom management had a significant effect on the teacher-students  relationship. In addition, the group had a greater rate of communication, trust compared to the control group. In alienation students  had less grate than control group Moreover, the scores of experimental groups show an increase in the post-test in comparison with the control group and such difference was constant in the follow-up stage. Kurtosis and skewness parameters of two groups, in most of the variables and test stages, have not exceeded the critical value of ±1; therefore, the research data are normal.   Inferential finding of academic emotions variable and teacher-students  relationship variable showed that Training effective classroom management to teachers results in the increase in perceptions of classroom environment and time on task in students of the experimental group compared to the control group.   Also the result showed that an increase in academic emotions and teacher-students  relationship resulted from the training of effective classroom management to teachers in students of the experimental group is constant in a bimonthly periodConclusionThe aim of the present study is to investigate the effectiveness of the teachers training in effective classroom management on the academic emotions and teacher-students  relationship. The results showed that training teachers in effective classroom management leads to an increase in positive emotions and teacher-students  relationship in the students.With the ability to create an effective learning environment, teachers will be able to create a safe and peaceful space for their students so that the students will be interested to be present and live within and feel pleasure and happiness by participating in its activities. Classroom management plays an important role in the establishment of constructive interactions between student and teacher. Moreover, the growth of emotional intelligence in teachers and the skills related to them will cause the development of an effective and valuable workforce . The results of the studies confirm this fact that the learning environment and its management method by the teacher are effective in the creation of emotions in the students and in their relationship and learning.

Introduction The purpose of this study was to investigate the effectiveness of teachers’ traininig in effective classroom management on cognitive outcomes (perceptions of classroom environment and time on task.
research Research plan, experimental pretest-posttest control group with follow-up testing was used. The population of this research included all teachers with work experience under 10 years from seaman elemetry secondary schools(fourth to sixth grades) and their  class students . The participants of intervention program were 40  teachers chosen and participated in random replacement method in experimental and control groups(each group, n=20). All  students in both groups completed the questionnaire of Genty and Gable’s Perception of Classroom Activities. Time on task was measured by traind observers in all 40 classes. Then, the intervention was performed for the teachers in experimental group during 15 two hours sessions. Multivariate repeated measures analysis of covariance was used to analyze the data. Data were also followed for two months.
The investigation of two groups in terms of mean in perceptions of classroom environment through the tools used in the post-test and follow-up showed an increase in Interest, Challenge and Choice in the group after the intervention (p<.001).Also the average of time on task in experimental group was significently higher in both post and follow up test (p<.001). Moreover, the results proved to be stable in a time lapse of two months
Conclusion Understanding the effective learning environment needs knowledge and recognition of a set of techniques that can be learned and applied

The purpose of this Husserlian phenomenological study was to explore the experiences of Shiraz primary school teachers of disciplined students. Participants in the study were 12 teachers with teaching experience in the central and suburbs of Shiraz, who were selected from the first and sixth grades via purposive sampling. Semi-structured interviews were used as the qualitative data collection instrument. The acceptability and reliability criteria for qualitative data were used to determine the initial validity of the collected data. Given the qualitative approach in this research, thematic analysis was conducted to develop a network of themes signifying the disciplined students’ characteristics. To this end, the data was codified; the codes were compared and similar codes were combined, resulting in a total of two basic (positive and negative) and four organizing themes, pertaining to the students’ personality, studying habits, interaction with other students, and interactions with the teachers. All these themes together were the constituents of a global theme called the characteristics of disciplined students. The model designed in this study provides a framework for school principals to identify disciplined students and can help teachers identify weaknesses and shortcomings in their teaching. The proposed model can thereby pave the way for the school staff to provide an educational environment that can foster the students’ innovation and improve their performance at school.

Elements of effective classroom management include establishing routines and procedures to limit disruptions and time taken away from teaching and learning, maintaining momentum and variety in instructional practices, and monitoring and responding to student activity. Successful classroom management involves much more than rules and discipline. Indeed, research into classroom management demonstrates that effective teachers are preventive and proactive about student behavior, rather than being reactive to students’ inappropriate behaviors. Additionally, the best teachers involve students in the process of establishing and maintaining rules and routines.  Classroom quality management components include creating daily procedures and procedures to limit breaks and time spent on issues other than teaching and learning, maintaining speed and variety in educational activities, and monitoring and responding to knowledge activity. Learners. Successful classroom management involves more than just rules and discipline. In fact, research on classroom management shows that effective teachers act on preventive and proactive student inappropriate behaviors. In addition, good teachers engage students in the process of creating and maintaining rules and procedures (Stronge, 2018). Nadernejad et al (2019) in their research showed that teacher-related factors such as teaching style, teacher approach, classroom management, teacher professional competence, and student-related factors such as lack of motivation caused behavioral disorders to cause students' misconduct in classrooms. The purpose of this study was to investigate the Classroom Management and Organization Teachers as an aspect of school management in predicting Academic buoyancy and Educational Performance of secondary school students.

 The research method was descriptive correlational. The statistical population includes all teachers and secondary school students in Babol city who were selected using two-stage cluster sampling method of 40 teachers and 320 students. To collect data, three questionnaires of Classroom Management and Organization, Educational Performance questionnaire, and academic buoyancy questionnaire were used. Pearson correlation coefficients and hierarchical linear model were used to analyze the data. Results The average student performance of each teacher was used to calculate the correlation between the components of classroom management with academic vitality and academic performance. All correlation coefficients were positive and significant at the level of 0.01. Thus, an increase in the management and organization of the teacher's classroom and students 'academic vitality is associated with an increase in students' academic performance. Classroom organization with r = 0.78 had the strongest relationship with students' academic performance. All three components of classroom management and organization are also positively associated with academic vitality. Class organization with r = 0.76 has the strongest relationship with academic vitality. The prediction coefficient of academic vitality is 1.60 which indicates that each unit increase in academic vitality leads to 1.60 unit increase in academic performance. The coefficients of classroom management and classroom organization are 1.10 and 0.91, respectively, which means that each unit increase in these two variables leads to a 1.10 and 0.91 unit increase in students' academic performance, respectively. The correlation squared value for the two-level model is 0.44. The calculated effect size for the three predictor variables entered into the model is 0.78, which is a large effect. The intra-class correlation coefficient is 0.12. The significance of the width of the origin and the positive intra-class correlation indicate that the hierarchical model is suitable for academic vitality.      The prediction coefficient of all three components of management and organization was positive and significant for academic vitality (P <0.05). Each unit increase in discipline results in a 0.21 unit increase in academic vitality. The coefficients of class management and class organization are 0.34 and 0.40. Therefore, each unit increase in these two variables leads to 0.34 and 0.40 units increase in students' academic vitality, respectively. The correlation coefficient for the two-level model of academic vitality is 0.32. The calculated effect size for the three predictor variables entered into the model is 0.47, which is a large effect.

The results showed that all three components of Classroom Management and Organization Teachers were positively correlated with Educational Performance. The results of the hierarchical linear model showed that academic buoyancy and two components of classroom management and classroom organization are predictors of Educational performance. The results also showed that Academic buoyancy was positively associated with all three components of Classroom Management and Organization. In addition, all three components of Classroom Management and Organization Teachers were significant predictors of Academic buoyancy. So teachers who have better classroom management and organization have better students with better Academic buoyancy and Educational Performance. Analyzing the results of this study, supported by the findings of Kane et al (2011) and Flower et al (2017), it can be said that compared to other teacher activities, classroom management activities are better Predicts students' academic achievement (Kane et al., 2011). Poor classroom management and behavior problems lead to poorer academic achievement (Flower et al., 2017). In analyzing these results, it can be said that classroom management is an important element of effective student learning and learning. All teachers - Novice and experienced, know the challenges of classroom management and know that this aspect of quality education is crucial. Based on the findings of this study, it is suggested that managers and educational planners anticipate long and short term workshops in order to familiarize and improve teachers' skills in the components of classroom management and organization. Teachers are also suggested to organize effective classroom instruction through physical classroom preparation to teach, prepare and organize materials and coherent and rational frameworks to directly and indirectly influence academic performance and Affect students' academic vitality. Sources Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher Preparation programs really preparing our teachers? Preventing School Failure, 61(2), 163-169. Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011b). Identifying effective classroom practices using student achievement data. Journal of Human Resources, 46(3), 587-613. Nadernejad, B; Abdollahi, F; and Batmani, F. (2019). Identifying the Factors of Student Misbehavior in the Classroom and Presenting its Management Strategies in Schools. Journal of School administration, 7 (4), 170-150. . [In Persian] Safari, A ؛ Abdollahi, B Sabouri, F. (2019). The impact of collaboration between school teachers on process quality improvement Teaching-Learning Process. Journal of School administration, 7 (3), 214-232. . [In Persian] Stronge, J. H. (2018). Qualities of Effective Teachers, 3rd edition, Alexandria, Virginia: ASCD