Behavior and human relations in educational organizations
Mojtaba sharifidaramadi; Hassan Asadzadeh
Abstract
The aim of the present study was to investigate the effect of educational leadership based on emotional intelligence on self-control and classroom management style in elementary school teachers. This study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical ...
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The aim of the present study was to investigate the effect of educational leadership based on emotional intelligence on self-control and classroom management style in elementary school teachers. This study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of this study consisted of all elementary school teachers in Tehran who were weak in self-control and classroom management and had a history of violence against students and had referred to counseling in 1403. The sample size was 14 people selected by purposive sampling based on the study entry criteria and randomly divided into two seven-person experimental and control groups. The experimental group received an educational leadership program based on emotional intelligence based on the Mayer and Salovey (2004) model for 8 -90minute sessions, and the control group did not receive any training during this period. The research tools included the Grasmick (1993) self-control and the Amin Yazdi and Aali (2008) classroom management style questionnaires. Multivariate analysis of covariance was used to analyze the data. The findings of this study showed that in the experimental group, there was a significant change (P=0.001 and E=0.37) in self-control compared to the control group, but no significant change was observed in the classroom management style. Based on the data obtained from the study, it can be concluded that the educational leadership program based on emotional intelligence was effective in improving self-control in elementary school teachers, but it did not have a significant effect on their classroom management style.
