Document Type : Research Paper
Authors
1 Assistant Professor, Department of Educational Sciences, Imam Ali Campus, Farhangian University, Guilan
2 Bachelor's student of educational sciences, Farhangian University, Rasht, Iran
Abstract
Classroom management was considered one of the essential skills for teachers, which could be influenced by psychological factors such as stress and emotional exhaustion. Understanding these factors helped improve the quality of teacher training programs. This study aimed to investigate the relationship between perceived stress and emotional exhaustion with classroom management ability in student teachers. The research followed a descriptive-correlational design, and the statistical population included all student teachers at Imam Ali Campus of Farhangian University in Gilan Province during the year 2024. A total of 180 participants were selected through census sampling. Data were collected using the Classroom Management Style Questionnaire by Yazdi and Ali (2013), the Perceived Stress Scale by Cohen, Kamarck, and Mermelstein (1983), and the Emotional Exhaustion subscale from the Maslach Burnout Inventory by Maslach and Jackson (1981). Due to the non-normal distribution of data, Spearman’s correlation test was used for analysis. The results indicated that there was no significant relationship between perceived stress and classroom management ability, whereas a significant negative relationship was found between emotional exhaustion and classroom management. These findings suggested that emotional exhaustion had a stronger adverse effect on management skills than perceived stress. It was concluded that including psychological support interventions and emotion regulation workshops in teacher training programs could help enhance the emotional resources of student teachers.
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