Relationship between Cultural Intelligence and Computer Literacy with Teacher’s Classroom Management Style

Subject Areas : Infomartion Technology

Farideh  Hamidi ¹ (استادیار گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی)
Majid Ebrahim  Damavandi ² (مدرس گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی)
Elham  Dehnavi ³ (کارشناس ارشد روانشناسی تربیتی)

Received: 2012-07-22 Accepted : 2012-07-22 Published : 2012-11-01

Keywords: Cultural Intelligence, Interventional Classroom Management (Teacher-Centered), Non-Interventional Classroom Management (Student-Centered), Computer Literacy,

Abstract :

The present research aimed to study the relationship between cultural intelligence and computer literacy with classroom management style among Shahid Rajaee teacher training university students. Statistical population was all teacher students of Shahid Rajaee teacher training university (800 people). According to Klein (2005), sample size concluded 330 teachers (153 male and 177 female), who were selected through simple random sampling method. Three questionnaires included Cultural Intelligence (CQ), Computer Literacy Self Assessment Scale (CLSAS) and classroom management styles were applied. The reliability of these questionnaires has been 0/97, 0/98 and 0/85 respectively. The statistical method, in order to analizing data, included descriptive statistic (mean, percent, frequency) and inferential statistic (logistic regression). Results showed that there was a significant negative relationship between strategic and behavioral cultural intelligence and teacher-centered classroom management style. A positive significant relationship between computer literacy and student-centered classroom management style. Strategic and behavioral cultural intelligence and computer literacy predicts teachers interactional classroom management style in.