Optimal Classroom Management Model for Enhancing the Quality of Teaching and Learning

Classroom management is widely recognized as a fundamental factor influencing the quality of teaching and learning in educational settings. The present study aimed to investigate the optimal classroom management model for enhancing teaching effectiveness and improving students' learning quality. The research employed an applied, descriptive–correlational design, utilizing both library research and field survey methods. Data were collected from teachers and students using standardized questionnaires on classroom management, teaching quality, and learning quality. The collected data were analyzed using descriptive statistics and inferential statistical techniques, including Pearson correlation and multiple regression analysis. The findings revealed a significant positive relationship between effective classroom management and the quality of teaching and learning. Classrooms characterized by clear expectations, positive teacher–student relationships, organized instructional practices, and proactive management strategies demonstrated higher levels of student engagement, academic motivation, participation, and learning achievement. The results further indicated that effective classroom management enhances instructional effectiveness by maximizing learning time, minimizing classroom disruptions, and creating supportive learning environments. The study concludes that classroom management should be considered a strategic component of educational quality and recommends that teachers, school leaders, and educational policymakers emphasize evidence-based classroom management practices in teacher preparation and professional development programs. Implementing an integrated classroom management model can substantially improve both teaching effectiveness and students' academic success while fostering positive classroom climates that support meaningful and sustainable learning

کلیدواژه ها:

Classroom Management ، Teaching Quality ، Learning Quality ، Student Engagement ، Educational Effectiveness