The relationship between teacher-class management style and students' creativity Providing students with psychological well-being
Abstract The main purpose of this study is to determine the relationship between teacher's class management style and students' creativity through mediation of psychological well-being among high school students. The research method was descriptive (non-experimental) and design was a correlation type design. The statistical population of the study is all female high school students in Chahardangeh (about 1100) and their teachers (about 130 people) in the academic year of 1966-97. Among the statistical population, a sample of 285 students for students and 97 individuals for teachers was selected and a simple random sampling method was used based on the list of names of teachers and students. The data gathering tool was Abedi's Creator Questionnaire (1363), Reif's Psychological Well-Being Questionnaire (2002), and Hui's Classroom Style Management Questionnaire (2000). First, after coordinating with the education authorities of Chardenghe city and providing necessary licenses, then coordinating with high school principals and giving explanations to authorities and students about how to do research and how to complete the questionnaires, teachers of the classroom management style questionnaire Hui, 2000) and students completed the questionnaire of creativity (2000) and the psychological well-being questionnaire (Reif, 2002). Finally, data analysis was performed. In order to analyze the data, descriptive statistics of mean and variance and inferential statistics of Pearson correlation coefficient and path analysis were used. To accelerate the results, the spss and LISREL software were used. Results showed that there is a relationship between the style of teacher class management and students' creativity by mediating the psychological well-being of high school students.
Article Type:
Research/Original Article
Journal of Innovation and Creativity in Human Science, Volume:9 Issue:2, 2019
227 - 262  
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