Abstract:
The purpose of this research was to investigate how the management and leadership methods of the teacher are effective in the classroom. The research hypothesis in this research is related to the teaching methods, where 3 primary hypotheses are related to traditional teaching methods and 2 final hypotheses are related to modern teaching methods and their relationship with the effective management and leadership of teachers in the classroom was investigated. In this research, the descriptive statistics method was used to investigate the effectiveness of management and leadership functions of the teacher in the classroom, and the research was conducted on all middle school teachers, which included 52 men and women. The sampling method of this statistical population was selected through available sampling of 52 male and female teachers, which included 30 female teachers and 22 male teachers. In this way, the entire statistical population was selected as a sample. The tool for collecting information was a researcher-made questionnaire containing 20 questions, which was prepared by the Likert method and given to the teachers.
The results of this research were such that in the first hypothesis based on how to effectively lead and manage the teacher in the classroom using the lecture method, no significant relationship was observed between the opinions of male and female teachers. Also, the second hypothesis based on how to effectively lead and manage the teacher's part in the classroom using the group method, no significant relationship between the opinion of male and female teachers was observed. Also, in the third hypothesis based on how to effectively lead and manage the teacher's part in the classroom using the experimental method, no significant relationship was observed between the opinion of male and female teachers, and in the two final hypotheses based on how to effectively lead and manage the teacher's part in the classroom using the individual education method, and the fifth hypothesis also based on the leadership and effective management of the teacher's part in the classroom using the problem solving method, no significant relationship was observed between the opinions of male and female teachers. No significance is observed.
Introduction:
In this research, the effective management and leadership methods of the teacher in the secondary classroom of Todeshk city have been investigated. In this view, teachers are administrators who use management functions to maintain order and control of the classroom and educational activities, however, having management skills is one of the essential abilities of a teacher's job that has received less attention.
Activities related to classroom management include preventive and reactive behaviors.
Researches related to the effective management and leadership of teachers in the classroom show that the more teachers use deterrent behaviors and appropriate management style, the more effective they will be.
These findings confirm that students in developing countries are less likely to commit unethical and inappropriate behaviors compared to Western countries, however, a significant number of teachers in these countries use less in their educational activities. They use an effective management style, so it is vital and necessary to pay attention to classroom management, how to manage classes and to use the best and most desirable management style. (Anderson. 1380)
Ideal classroom management and effective leadership requires the use of management functions, i.e. design, organization, guidance, leadership, supervision, control and evaluation. Designing and organizing the introduction of management, guiding the leadership in the execution of tasks and evaluation is the final stage of the management cycle. In classroom management, teachers design and organize in the preliminary stage, and in the implementation stage, they try to lead students, create a favorable learning atmosphere, monitor and control and evaluate the class. In the final stage, they evaluate academic progress. Therefore, in order to manage the classroom, teachers must have the necessary skills in the field of designing and organizing the classroom, guiding and leading, creating a favorable learning atmosphere, monitoring and controlling and evaluating academic progress. In this research, the extent of teachers' use of management functions in the field of effective classroom leadership is studied and investigated.
Statement of the problem:
Classroom administration and leadership has always been one of the major problems of teachers.. Proper management and control of the classroom is actually a prerequisite for creating an effective learning environment and achieving educational goals. Research shows that the academic progress of students is higher in well-managed classes. In these classes, students are more active and the learning process is organized at a high level. (Alageh Band, 1379)
The classroom, as a social system, is a set of interconnected roles that aim to research educational and educational goals as a single and coherent whole. The classroom, like other social systems, has basic elements including beliefs, feelings, rules and regulations, norms, role base, power, position, facilities, procedures, tension and pressure, however, the elements of the classroom are so interdependent that they cannot be distinguished separately. The interweaving of these elements can be seen in any activity in the classroom. Researching educational goals in the classroom without other social organizations requires effective and efficient management through tasks such as planning, organizing, leading, creating motivation, controlling evaluation. The teacher is responsible for managing the class and achieving educational goals. Therefore, teachers play the role of classroom manager. Effective management and leadership is actually a matter of creating collaborative efforts in classroom communication. The relationship between teacher and student, the type of norms, rules and regulations and the leadership roles of teachers in the classroom are different from each other. (Kiamensh, 2010)
Teachers appear in the role of facilitators, advisors or givers while performing their management duties. Therefore, social systems in the classroom have a special structure, each of which will lead to specific educational results. Classroom management is working with students, creating order and peace, attracting students' attention and providing a suitable educational atmosphere in which students are guided and led towards educational and educational goals. Classroom management is preparing supplies and adopting the necessary methods to create and maintain an effective environment for teaching and learning, which depends on how students are evaluated. Classroom management has functions and components such as organization, thought generation, teamwork and participation in norming, monitoring and progress, predicting educational events, turning weak points into strong points, creating order and peace, facilitating, paying attention to learners. These components can be classified and examined in the quantitative framework of educational management functions, i.e. designing and organizing and leading, monitoring and controlling and evaluating and creating a learning atmosphere. (Sultani, 1382)
Design and organization:
Makes class management and leadership easier. This activity should be designed in such a way that it provides more learning opportunities and develops and improves students' social and cooperative skills. Studies related to the design and requirements of the classroom show that the lack of a curriculum and appropriate organization causes many behavioral problems among students, especially when it is unrelated to their psychological characteristics. This activity requires spending time and paying attention to methods that can prevent students' behavioral problems and improve students' social and appropriate behaviors. Therefore, this disorganization of the classroom causes lack of attention to the flow of teaching and learning. (Anderson, 1380)
Leadership:
Leadership is one of the essential functions of a teacher in classroom management. The teacher, as the class leader, should provide educational goals by using the available research facilities. How the teacher deals with the students and using the appropriate leadership style is of particular importance. Classroom leadership is the teacher's influence and influence on students. In such a way that the students try to achieve their educational goals with desire and interest. In the leadership role, the teacher should identify the students' talents and communicate well with them and motivate them to study and research. Also, emphasize on doing group work and make necessary changes in how to do the teaching-learning process according to the conditions. Classroom leadership is done in different ways with the emphasis on the student and the subject of the lesson. However, managing classrooms effectively and efficiently requires the leadership of students to achieve educational goals.