چكيده لاتين :
Two major challenges that teachers face in learning how to adjust complex classroom situations, one is learning to adjust their emotional resources and the other is learning and paying attention to classroom management. Research has repeatedly identified classroom management knowledge as a major predictor of student learning. Emotional exhaustion of teachers is not only unpleasant for teachers, but has also been shown to affect teacher classroom behaviors and student learning (Voss, Wagner, Klusmann, Trautwein, and Kunter. 2017). Inability to effectively organize the classroom and emotional situations appear to be two major barriers to teacher effectiveness. Proper classroom management enables the teacher to create an active and productive classroom environment through effective emotional communication and effective classroom control and provide the conditions for student learning and change. But if teachers are unable to manage the classroom and adjust to its complexities, they will experience emotional stress and fatigue, Emotional fatigue is not only unpleasant for the classroom, but also emotionally unpleasant for the students. On the other hand, engaging in a creative activity and doing it for the enjoyment of teachers can be effective in improving teachers' emotional exhaustion and adjusting their emotional resources. So, purpose of this study is study the relationship between classroom management knowledge and emotional fatigue with moderating creativity. Summarizing research and theoretical foundations in the field under study, it is clear that effective classroom management can be reasonably associated with teachers' emotional exhaustion. Another point is that in most traditional views and definitions, classroom management is synonymous with discipline, and so unconscious teachers try to calm their class by applying punitive methods. Students almost always face stress and emotions themselves, the emotional exhaustion of teachers can also exacerbate this problem. Many researchers, including James (2015), argue that classroom discipline or classroom management is the biggest problem and the source of emotional exhaustion in a classroom teacher.
Research Questions
How is the current status of classroom management knowledge, creativity and emotional exhaustion of teachers?
How is the relationship between classroom management knowledge and emotional exhaustion with the moderating role of creativity?
Research method
This research in terms of data collection was descriptive – survey and it was applicable in terms of purpose. Statistical population of this study included all secondary school teachers from savadkuh in the academic year of 2012-2013, which was 130 which 59 male teachers and 54 female teachers were selected by stratified random sampling method by using the Krejsi-Morgan table. The knowledge management skills questionaries' of Amin Yazdi and Ali (2008) were used in order to measure the research variables. Performing factor analysis for construct validity indicated that all items of the questionnaire were factor loaded. The validity of the Class Management Style Questionnaire was 0.70. Cronbach's alpha coefficient was used to determine the reliability of this questionnaire. The alpha coefficient was 0.78. The validity of Jang's questionnaire (2016) was confirmed by experts and the reliability of the questionnaire was reported using Cronbach's alpha coefficient of 0.97. Reliability of creativity questionnaire was reported using Cronbach's alpha coefficient of 0.92. Data analysis was performed by using Spss and SmartPLS software. The questionnaires were distributed among male and female teachers randomly. Finally, 111 questionnaires were collected and analyzed. One-sample t-test and structural equation modeling and partial least squares approach were used.
Results and Findings
The findings showed that there is a negative significant relationship between classroom management knowledge and teachers' emotional fatigue (-0.33); significant negative relationship between creativity and teachers' emotional fatigue (-0.47) and finally, the results indicated that creativity does not have moderator role in relation between management of classroom and emotional fatigue of teachers. Detailed findings of this study are as follows: First, there was a significant negative relationship between classroom management knowledge and teachers' emotional exhaustion. Second, creativity was negatively and significantly associated with teachers' emotional exhaustion. Third finding is that creativity has no moderating role in the relationship between classroom management knowledge and teachers' emotional exhaustion. The fourth finding is that teachers' classroom management knowledge is slightly above average and that teachers use more teaching management style for classroom management; the fifth finding is that the status of teachers 'emotional exhaustion is high and the sixth is that the status of teachers' creativity was slightly above average. Other results showed that teachers had little opportunity to make optimal use of classroom management knowledge and they only focus on making and controlling the training programs they have to offer, and that creates emotional fatigue for teachers. This finding is understandable given the centralized education system in the country where decisions are made from top to bottom at the national level. Based on research findings, teachers with higher classroom management knowledge experience less emotional exhaustion. This result suggests that increasing knowledge in educational management, individual management, and behavior management styles can lead to a decrease in teachers' emotional fatigue. Classroom management knowledge includes many of the teacher's tasks in providing students with resources, handling student attendance, optimizing rules, rules and procedures for group learning. The style of teaching management includes aspects of classroom environment monitoring, building daily curriculum activities, and allocating educational materials to students; therefore, it can be said that teaching and practicing effective classroom practice requires the use of these three styles of classroom management knowledge which can vary slightly depending on the amount of use among teachers.The results of the present study are consistent with the researches by Aloe, Amo, Shanahan. (2013); Tabatabaee, (2013), Voss et al. (2017), Ozdemir, (2007), Arens & Morin (2016), De Jong, Mainhard, Tartwijk, Veldman, Verloop, Wubbels. (2014), Grayson & Alvarez (2008) and Landeche (2009). According to these results, the greater their knowledge of classroom management, the better they can manage the classroom and accomplish their curriculum goals. Despite the limitations and in terms of research results, it is recommended by conducting courses and workshops at different annual intervals, educate teachers on new information and theories related to classroom management knowledge and creativity solutions
