Perceptions of Students and Instructors Regarding Class Management and Leadership Based on Contingency Theory in a Digital Context

The current descriptive study was an attempt to examine the perceptions of university students and professors toward class management in a digital context. In addition, it explored the perceptions of university EFL students and professors toward class leadership in a digital context. To this end, 42 EFL university professors and 148 TEFL students from two Islamic Azad universities, in Iran were selected based on the convenience sampling method. To gather the data, Class Management Strategies Questionnaire, Class Leadership Questionnaire and interview were utilized. The data were analyzed both quantitatively and qualitatively. The findings revealed that EFL university students believed that regarding class management their university professors recognize them as individuals by learning their names, their professors also used short verbal cues to stop misbehavior and redirected inappropriate behavior on the spot by using a loud voice, they started the lesson by allowing students to set their own learning goals, as well. The findings also indicated that the university EFL professors pointed out that in a digital context they interacted with students as individuals, made students aware of the consequences for misbehavior, involved students in establishing rules and procedures in a digital context, used short verbal cues to stop misbehavior, ignored misbehavior that is non-disruptive to class in a digital context, and provide positive reinforcement to students for appropriate behavior. It was also found that Iranian university students argued that the leader’s job was to set and monitor clear and challenging goals for people, part of a leader’s job was to build unity and try to avoid conflict, and a good boss was inclusive and always encouraged others to voice their opinions. The results obtained from the interviews showed that classroom management affects teaching regardless of teaching context such as digital context, and some challenges and factors affect classroom management. Finally, it evaluated the difference between the perceptions of university EFL students and professors toward class management and class leadership in a digital context. Finally, it evaluated the difference between the perceptions of university EFL students and professors toward class management and class leadership. Furthermore, the leadership’s strategies of modelling, prioritization, and accountability were influencing factors for class leadership. Additionally, five elements that affected class leadership in a digital context included access to technology and digital resources, information processes: professor attitudes, student accessibility, and behavior management.

کلیدواژه ها:

Classroom Management ، Contingency Theory ، Leadership ، Mentorship ، Situational Theory