Structural Model of Competence and Self-Efficacy Related to Classroom Management and Classroom Management Attitude in the Faculty Members

Background and Objective: Classroom management is key factor in achieving to effective teaching-learning process. There are several factors involved in the management of the classroom by faculty members. The purpose of this study was to investigate the structural model of competence, self-efficacy related to classroom management, and classroom management attitudes in the faculty members of Isfahan University of Medical Science at 20132014 academic years. Materials and Methods: This research was descriptive-correlational and the subjects consisted of 92 faculty members. Instruments were Perceived Self-Efficacy in Classroom Management scale (Emmer and Hickman ,1991), Teacher Competency Scale (Seker et al, 2004), and the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998) that distributed among faculty members through proportional stratified sampling. Data were analyzed by correlation, regression analysis and structural equation modeling using SPSS 22 and Amos 22 software. Results: Results showed a significant correlation between competence, self-efficacy of classroom management, the attitudes and beliefs on classroom control, and demographic factors (teaching experience and degree) with together (p<0/01). The finding of analysis of regression also showed competency scale can predict attitudes and beliefs on classroom control (P<0.01). Moreover based on structural model, the predicted rate of classroom management attitude through competency was 0.56 (Gamma =0.56). Conclusion: Faculty members of the university can improve and strengthen the management and administration of their classroom by developing their competence in teaching and improving their managerial self-efficacy. D ow nl oa de d fr om z um s. ac .ir a t 4 :3 8 IR S T o n S at ur da y O ct ob er 1 9t h 20 19 [ D O I: 10 .2 92 52 /e dc j.1 0. 26 .1 0 ] The purpose of this study was to investigate the structural model of competence 136 Journal of Medical Education Development , Vol 10, No 26 Summer, 2017 Introduction Class management is one of the most important components in learning-teaching situations (1), regarded as one of the criteria for realization of effective teaching (2). Lack of proper management and organization of classes by teachers and instructors leads to failure in attracting the attention of learners and creating an appropriate environment for learning. Class management can be applied in a broad umbrella term, which describes the efforts of teachers in control of activities in class, including learning, social interactions and pervasive behavior (3). The major goal of class management is creation and maintenance of social order for more efficient education and learning. Two essential factors, which play a role in empowering of teachers in class management, are self-efficiency and competency of instructors. Teachers with proper self-efficiency and competency are equipped with strategies, enabling them to make correct decisions about various situations in classroom and effectively manage their classes. According to the literature, the general class management by teachers is not favorable, and there is a lack of essential abilities and satisfaction in these individuals to form desirable discipline and effective class control. Given such situations in classes and recognition of its individual and social outcomes, it is an undeniable necessity for learners, teachers, higher education system, and even society to evaluate the factors affecting skills and abilities of teachers in management of classes. The most important factor for success of higher education system in realization of the desired educational goals is professors. Through creating reliable emotional connection, effective control of the classroom and an active environment, a professor can be able to provide the best teaching situation in class, and the necessary conditions for learning and changing the students. In this respect, professors are managers, who use management strategies to maintain the order and control of the classroom and perform educational activities. According to the experts, effective management of classroom is the most important issues of teachers. In this respect, Doyle defined class management as treatment of misbehaviors and disorders occurring in educational environments. According to this scholar, the aim of class management is creation and maintenance of social order to improve teaching and learning (4). Class management refers to the formation of a safe and dynamic environment for learning. This D ow nl oa de d fr om z um s. ac .ir a t 4 :3 8 IR S T o n S at ur da y O ct ob er 1 9t h 20 19 [ D O I: 10 .2 92 52 /e dc j.1 0. 26 .1 0 ]