Presenting the Causal Model of Organizational Intelligence and Classroom Management: The Mediating Role of Philosophical Mindset and Self-Efficacy among Teachers of Firozabad City

Document Type : Original Article

Authors

1 Assistant Professor, Department of educational Sciences. Payame noor university. Tehran , Iran

2 Associate professor, Department of educational Sciences. Payame noor university. Tehran , Iran

3 M.sc student, Department of educational Sciences.kharameh Payame noor university.

10.22098/ael.2023.11982.1202

Abstract

The present study has been performed with the aim of presenting a causal model of organizational intelligence relationship on classroom management with the mediating role of teachers' philosophical mindset and self-efficacy. The methodology of this study is descriptive and correlational. The statistical population included all elementary school teachers of Firozabad city in the academic year 1401-1400 (283 people), that 150 people were selected using relative stratified sampling and regarding Morgan's table.To collect data, the organizational intelligence questionnaire of Karal Albrecht (2003), the classroom management styles of Amin Yazdi and Aali (2018), the philosophical mindset of Iraj Soltani (1997) and the teacher self-efficacy scale of Aschanen, Moran and Woolfolk (2001) were used. To conduct statistical analysis, Path analysis and Amos software were used. The results showed that organizational intelligence has a direct and significant effect on self-efficacy, philosophical mindset and classroom management. On the other hand, self-efficacy and philosophical mindset have a direct and significant effect on classroom management, and also organizational intelligence through self-efficacy and philosophical mindset has an indirect and significant effect on classroom management. Therefore, it can be concluded that philosophical mindset and self-efficacy of teachers are among the variables that impact classroom management.

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Applied Educational Leadership
Volume 4, Issue 3 - Serial Number 15
September 2023
Pages 147-161

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History

  • Receive Date: 23 December 2022
  • Revise Date: 22 April 2023
  • Accept Date: 12 September 2023

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