Relationship Between Irrational Beliefs and Emotions Management with Moral Judgment and Classroom Control with Regard to the Mediating Role of Anxious Thoughts of High School Teachers

The aim of this study was to model the structural equations of the relationship between irrational beliefs and emotion management with moral judgment and class control according to the mediating role of teachers' anxious thoughts. The research method was descriptive correlation. The statistical population included all teachers with 1400 people in the academic year of 1998-99. 560 people were selected through stratified random sampling. The data were collected using the Jones (1993) Irrational Beliefs Questionnaire (Kim Graz (2004)), the Wells Anxiety Thoughts (1995), the Sinha Ethical Judgment (1998), and the Martin et al. (2002) Class Control Questionnaire. Data analysis was performed with SPSS23 and Amos20 software and descriptive and inferential statistics and structural equation modeling were used. The results showed that the model of explaining the relationship between irrational beliefs and emotion management with moral judgment and class control has an acceptable fit considering the mediating role of teachers' anxious thoughts. So that there is an inverse and significant relationship between irrational beliefs and its components with moral judgment and class control, there is a positive and significant relationship between emotion management and its components with moral judgment and class control. And anxious thoughts mediate in relation to other variables