In this study, we examined the relationship between the classroom management styles of secondary school teachers’ personality traits and also study the difference between these management styles regarding some demographic variables.
We discovered that teachers’ instructional management styles were related positively to conscientiousness and negatively to Neuroticism. This result is in line with Bakhshayesh (2013) who found a positive relationship between instructional management and conscientiousness. Also the negative relationship between instructional management supports the research by (Martin, Baldwin & Yin, 1995) and Bakhshayesh (2013).
The results indicate that people management is positively related to openness which is in line with researches by Bakhshayesh (2013) and (Martin, Baldwin & Yin, 1995). A major explanation for openness is this the fact that the world is continue changing, therefore teachers need to actively face and address the difficulties and maintain a good relationship with students. At last the behavioral management is positively related to extraversion and openness. This finding supports the research by Aliakbari & Darabi (2012) who examines the possible relationship between teachers’ Transformational leadership style, their personality factors, experience, education level, and efficacy of their classroom management. Small, but significant, relationships were also found between efficacy of class management and Extraversion, Openness, and Neuroticism personality factors. Also the results is in line with Jalili & Mall-Amiri (2015) who found out the significant difference between extrovert and introvert EFL teachers’ classroom management. This study revealed a significant difference between extrovert and introvert EFL teachers’ classroom management. It is found out that extrovert EFL teachers are better than introvert teachers at managing adult EFL learners’ classes. In explanation of this result, we can say the extraversion and openness accompanies communication and interaction with different people. If these characteristics are more obvious in teachers, they show stronger interactions, if teachers have high degree extraversion and openness, it means that teachers could have good relationship with students.
At last the results show that there is no difference in classroom management styles and demographic variables. This finding may be due to this fact that in Iran teachers receives similar trainings so that in spite of difference in age, gender, university type, major, job experience, they have similar classroom management styles.