Analysis of classroom management components based on critical thinking from the viewpoints of students and faculty members of Shahid Beheshti University

The purpose of this study was quantitative and qualitative analysis (anatomical blend) of classroom management components based on critical thinking in higher education. In the quantitative section, the survey focused on the extent to which the conditions for developing critical thinking in the classroom management component were considered, as well as the identification of distinguish professors in this field. Hereof, 330 people were selected by the Cochran formula as a research sample from a population of 2258 undergraduate humanitie's students at Shahid Beheshti University. A two-part questionnaire was used for collecting data. The results of statistical tests showed that the conditions for developing critical thinking in planning and organizing components are less than average, in the components of leadership and discipline are higher than average and in the evaluation component is considered moderate. In addition, 20 distinguished professors were identified. In the qualitative section, in the framework of the phenomenological method and using the purposeful sampling method, the living experiences of distinguished professors about the manners of classroom management components based on critical-thinking were investigated using semi-structured interview technique at two levels of open and axial coding. The findings of this section led to the formation of 12 fundamental and interconnected categories. These categories provide fundamental characteristics of classroom management components based on critical thinking to develop student's critical thinking in the classroom