The relationship between teachers 'classroom management style and students' self-regulation and responsibility Sixth grade elementary

The aim of this study was to investigate the relationship between teachers' classroom management style and self-regulation and responsibility of sixth grade elementary students. This study was applied in terms of purpose and descriptive-correlational. The statistical population of this study includes all male students and their teachers in the sixth grade of elementary school in the 4th district of Tehran, which consisted of 4000 people. Using Cochran's formula and available sampling method, 310 students and 35 of their teachers The research sample title was selected. In this study, three questionnaires of Wolfgang and Glickman (1986) class management style questionnaire, Nemati responsibility accountability questionnaire (2007) and self-regulatory questionnaire of Bofard et al. (1995) were used. Pearson correlation test and simultaneous linear regression were used to analyze the data. The results showed that there is a significant relationship between classroom management style and students' self-regulation (p <0.01). The results also show that the teacher management style in the classroom explains self-regulation in 17% of students. Findings also showed that there is a significant relationship between classroom management style and student responsibility (p <0.01). Classroom teacher management style explains responsibility in 23% of students.