تدوین مدل مفهومی مدیریت کلاس اثربخش به روش فراترکیب

Objective: The major challenge faced by novice teachers is their inability to maintain classroom control, and the most common request from teachers for more help is related to classroom management. The main objective of the present study was to develop a conceptual model of effective classroom management using the metasynthesis method for elementary schools. Method: This study was conducted with a qualitative approach and using the metasynthesis method. The research population included all studies and research reports, including Persian and English articles and theses, related to the field of effective classroom management. For sampling, 140 articles were selected using relevant keywords and through reputable scientific databases and a review of research findings from 1970 to 2023. Sampling initially began with the study of 350 studies. In the first stage, after reviewing the titles of the studies, 97 studies that were unrelated to the present study were eliminated, leaving 253 studies. In the second stage, the abstracts of the studies were reviewed and 73 studies unrelated to the present study were excluded, leaving 183 studies. Then, in the last stage, after reviewing the content, 43 studies unrelated to the present study were excluded, and finally 140 study units were selected and reviewed. To gain credibility, all initial codings and categories were sent to experts who were faculty members of the University of Tehran, and their confirming and supplementary comments were used in all stages of the work to implement, code, and compile the conceptual model. Strauss and Corbin's (2016) 3-stage coding was used for qualitative analysis of the data of the present study. Findings: Based on the findings obtained in this study, a conceptual model of classroom management in elementary schools was drawn based on effective principles and strategies. The results showed that the model includes 4 categories of effective management principles and 2 categories of effective management strategies: Effective principles include: personal development (self-efficacy, self-monitoring, self-control, communication skills, self-confidence, self-management, independent decision-making); meeting psychological needs (ability in human relations, independence, capabilities and competencies); individual and collective rights (commitment, respect for individual and others' rights); promoting academic success (encouragement, academic growth and success, equal educational opportunity, feeling of attachment); and effective management strategies were classified as (creating a supportive atmosphere, stress management, delegating classroom management, recognizing students and paying attention to them, tendency to participate in learning, designing to achieve success, teaching practical skills, setting goals, voting and choosing); and reinforcement strategies (motivation, discussion and debate, knowledge-enhancing class meeting, behavior assessment, participatory decision-making). Conclusion: Based on the findings, it can be concluded that by strengthening teachers' effective classroom management strategies, students' growth and success are provided. By applying the results of this study, a better understanding of the principles of effective classroom management in schools can be achieved and ultimately help students' development and progress.