Relationship between Teaching Styles of Faculty Members and Social Adjustment of Medical Students

Teachers as one of the most important and most influential people in students’ life and they have an important effect on their personal and social life. Social adjustment as an important indicator of mental health is an issues which has attracted the attention of many researchers in recent decades. The aime of this study was to investigate the relationship between student's learning styles faculty members and social adjustment. Instrument & This descriptive-correlational study was done in 2014. The study population consisted of all first-year students and faculty of the Urmia Medical University. 220 faculty and 350 students were selected using Cochran formula and random sampling. Data collected by Grasha teaching styles standard questionnaires and California psychological tests. Data were analyzed using Pearson correlation and analysis of variance. There was a significant correlation between specialty-oriented (p=0.042; r=0.15), authoritarian (p=0.02; r=0.14), model-oriented (p=0.17; r=0.03) and facilitates styles (p=0.032; r=0.21) with student's social adjustment, but sthere was no significant correlation between selected style with social adjustment (p=0.23; r=-0.18). No significant relationship was observed between educational degree (p=0.274) and work experience (p=0.583) of faculty members with teaching methods. Specialty-oriented, authoritarian, model-oriented, and facilitates teaching styles are associated with student's social adjustment no relationship is observed between the selected teaching style with student's social adjustment.