Classroom management styles for science teachers at the secondary stage in view of some variables and their relationship with students’ academic achievement

Abstract

        The aim of the research is to identify the common classroom management patterns among male and female science subjects for the secondary school stage in Mosul in the light of the variables of gender, specialization, years of service and its relationship with the variable of academic achievement for students. The standardized tool prepared by (Al-Ajmi 2007) was used in the study, and after processing the data statistically, the following results were shown

1. The democratic classroom management style is the most common among male and female secondary school teachers.
2. There is a statistically significant relationship between the successive classroom management style and the students' academic achievement at the level (0.05), and the absence of this relationship in the authoritarian and democratic styles of management.
3. There are no statistically significant differences between the authoritarian classroom management style and the gender variable for male and female secondary school teachers.
4. There are no statistically significant differences between the authoritarian classroom management style and the variable of specialization for male and female secondary school teachers.
5. There are no statistically significant differences between the authoritarian classroom management style and the variable years of service for male and female secondary school teachers.

   In the end, the researcher recommended a number of recommendations and suggestions.