Canonical Analysis of The Relationship between Teacher's Beliefs about Bullying of Students with Behavior management strategies in Classroom

Teacher-targeted anti-bullying programs are recent educational proceedings to control the prevalence of bullying in schools. This study aim was to determine the relationship between teacher's beliefs about bullying and behavior management strategies in class. The research method is descriptive and correlation. In order to implement these research 207 male and female teachers were selected from ahar elementary schools by using stratified random sampling. The student's social behavior scale and classroom behavior management strategies (Troop & Ladd, 2002) were used to gather information. Based on the results, there is a positive and significant relationship between normative beliefs of teachers and strategies of separation of students and advocate avoidance, also there is a positive and significant relationship between avoidance beliefs of teachers and strategies of advocate avoidance and parent's involving. Given the role of teachers’ knowledge and beliefs about students bullying and bullies, it can be predicted that the inappropriate behavior management strategies to increase the bullying behavior in class. According to this, increase teachers’ knowledge about behavioral phenomena such as bullying and appropriate classroom behavior management strategies should be considered as an important part in school- based anti-bullying programs.