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

Extended Abstract
Background and Objectives

The COVID-19 pandemic called for the virtualization of most classes. E-learning and classroom management style are two important factors known to affect the quality of education. University teachers are obliged to transfer their knowledge to students in the teaching process in the classroom, and obviously every student has a different learning background. Thus, teachers must have the ability to resort to different methods of teaching and classroom management to be able to manage these different abilities. In other words, there is no bigger challenge for teachers than to accommodate the individual behavior of students, and certainly individual behaviors cannot be managed if the teacher can draw on only a single method. 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

This cross-sectional study was conducted analytically with the aim of investigating the attitudes of the teachers of Abadan University of Medical Sciences towards e-learning and its relationship with management styles in 2020. The study population included all teachers of basic and clinical sciences of Abadan University of Medical Sciences. Sampling was performed through census method. The inclusion criteria was having two years’ experience of teaching, teaching more than two credits per semester (at least in two consecutive semesters), holding regular classes in each semester. Data collection tools included two questionnaires: "classroom management" and "e-learning". Data analysis was performed to compare the mean of attitudes towards e-learning and classroom management with the median value of the potential range of scores. The Wilcoxon signed-rank test was used, in which the mean score considered for e-learning attitude questionnaire was 2.5 (the scores ranging from 1-4) while it was considered 4 and for the management style questionnaire (the scores ranging from 1-7).In order to examine the relationship between attitudes to e-learning and management style, regression analysis was used in two simple (univariate) modes after adjustment for other (multiple) variables. Data analysis was performed, using SPSS statistical software version 21 at a significance level of 0.05.

Results

76 male teachers and 69 female teachers participated in the study. The results showed that concerning attitude towards e-learning, the highest mean was for "multimedia education" and the lowest mean was related to "feeling of satisfaction" in the use of e-learning among the teachers of Abadan University of Medical Sciences. Having studied the three domains of management, we found the domain of "education" to have the highest mean, and the domain of "human resources" the lowest one. But the overall median score of the teachers' classroom management was significantly lower than the median score range (p < 0.001). Based on the overall score, the teachers were divided into three groups: interventionist, interactive and non-interventionist professors, of whom 119 (82.1%) were interactive professors and 26 others (17.9%) were interventionist. Comparing the attitudes of interactive and interventionist teachers towards e-learning, we found interventionist teachers to have a slightly higher mean score of satisfaction with using e-learning and multimedia education than interactive teachers, although these differences were not significant at 0.05 level of significance. Examining the relationship between attitudes toward e-learning and classroom management status, we observed no significant relationship in any of the areas and in general, after controlling for the effect of gender variables and teachers' job status, these relationships were not significant.

Conclusion

The findings of this study showed that the score of feeling satisfied with e-learning and multimedia training in the group of interventionist teachers is higher than that among interactive teachers. This difference can be due to the use of more educational methods by interventionist teachers compared to their interactive counterparts. Considering the lower score of the human resources management dimension in the present study and the importance of this dimension in the management of learners, it seems that the teachers of Abadan University of Medical Sciences should spend more time initiating interaction and enhancing knowledge of students. Also, measures should be taken to expand the interactive management style by the faculty members. It is recommended to use the desired model and strengthen the e-learning infrastructure, train and motivate teachers and avoid scattered management.

Practical Implications of Research

According to the results of the present study, the department of education can plan to improve the education by planning to teach classroom management methods in virtual education programs to professors and emphasizing proper interaction with students in virtual education.

Ethical Considerations

In this study, we kept the participant information confidential and all participants were familiar with the objectives of the study. The protocol of the present study has been approved by the Ethics Committee of Abadan School of Medical Sciences with the code IR.ABADANUMS.REC.1399.019.

Conflict of Interest

The authors hereby declare that this work is the result of an independent study and has no conflict of interest with other organizations and individuals.

Acknowledgment

Researchers would like to express their gratitude to the participants in this study who shared their experiences. The present article is extracted from a research approved by the Research Council of Abadan University of Medical Sciences with the code 98U-578.