Study of the Relationship between Classroom Management Styles and Attitudes Toward E-learning Among Teachers

Background and Objectives

The Covid-19 pandemic inevitably turned most classrooms into virtual classrooms. E-learning and classroom management style are two important factors known to affect the quality of education. This study was conducted to investigate the relationship between classroom management styles and teachers' attitudes toward E-learning in Abadan University of Medical Sciences.

Material and Methods

In this cross-sectional analytical study conducted in 1399, teachers of basic and clinical sciences of Abadan University of Medical Sciences were surveyed by census method. The research tools were two questionnaires: classroom management style and teachers' attitudes toward E-learning. Data analysis was performed using Wilcoxon test and regression through SPSS 21 software.

Results

76 male teachers and 69 female teachers paBackground and ObjectivesThe Covid-19 pandemic inevitably turned most classrooms into virtual classrooms. E-learning and classroom management style are two important factors known to affect the quality of education. This study was conducted to investigate the relationship between classroom management styles and teachers' attitudes toward E-learning in Abadan University of Medical Sciences.Material and Methods In this cross-sectional analytical study conducted in 1399, teachers of basic and clinical sciences of Abadan University of Medical Sciences were surveyed by census method. The research tools were two questionnaires: classroom management style and teachers' attitudes toward E-learning. Data analysis was performed using Wilcoxon test and regression through SPSS 21 software.Results76 male teachers and 69 female teachers participated in the study. In the field of E-learning, the highest and lowest mean were related to multimedia education (1/57 ± 3/92) and feeling of satisfaction (1/3 ± 3/04), respectively. In the field of classroom management, education had the highest mean (3/03 ± 0/3) while human resources had the lowest mean (2/49 ± 0/34). No significant relationship was observed between attitudes toward E-learning and classroom management.

Conclusion

A positive attitude towards E-learning and dissatisfaction with classroom management can make the educational process difficult for both teachers and students. It is recommended to use new educational methods and strengthen the E-learning infrastructure, train and motivate teachers and avoid island management.rticipated in the study. In the field of E-learning, the highest and lowest mean were related to multimedia education (1/57 ± 3/92) and feeling of satisfaction (1/3 ± 3/04), respectively. In the field of classroom management, education had the highest mean (3/03 ± 0/3) while human resources had the lowest mean (2/49 ± 0/34). No significant relationship was observed between attitudes toward E-learning and classroom management.Conclusion A positive attitude towards E-learning and dissatisfaction with classroom management can make the educational process difficult for both teachers and students. It is recommended to use new educational methods and strengthen the E-learning infrastructure, train and motivate teachers and avoid island management.