Identification of Components of the Collaborative Management Model of a Classroom in 9th Grade in a Karaj District School

The present study was conducted to identify the components of the participatory management model in the ninth-grade science classroom in a district of Karaj. Classroom participatory management is an important part of the education process and facilitates the teaching-learning system and facilitates the learning process. Studies in Iran show that classroom management has received less attention than other aspects of the classroom. The collaborative management model of the class was conducted in the science course in the first secondary school of the city of Karaj, Iran.

Components extraction was done by a qualitative content analysis, and the statistical population consisted of all teachers of science (135 teachers) and all students (2865 students) employed in the 9th grade of primary school in the district of Alborz province in the academic year 2017. Using a random sampling method, 15 subjects of the teachers and 8 classrooms in four high schools (164 students) were selected.

The results of the research indicated that there was a positive and significant (p<0/05) relationship between participatory management and the components of analysis, content, students, teachers, educational strategies, teaching methods, evaluation, school environment and classroom conditions.

Assessment and measurement of research has appropriate (internal) validity and is acceptable, and the result of the research while confirming the main hypothesis, has been shown that collaborative management increases the focus on homework and reduces teacher dependence, provides good opportunities for reading and thinking skills by observing the behavior of others, and builds strong relationships between students and enhances listening skills.