أنماط الإدارة الصفية وعلاقتها بدافعية تعلم مادتي الرياضيات والأدب العربي لتلاميذ السنة ثانية ثانوي من وجهة نظر التلاميذ

Abstract

The current study aimed to compare the relationships between classroom management styles used by mathematics teachers and the motivation for learning mathematics among their scientific students, as well as the relationships between classroom management styles used by Arabic literature teachers and the motivation for learning Arabic literature among their literary students. To achieve these objectives, a comparative descriptive approach was adopted. The study was conducted on a sample comprising 743 second-year high school students from El Djelfa city. Data were collected using scales: Classroom Management Styles, Motivation for Learning Mathematics, and Motivation for Learning Arabic Literature, all developed by the researcher. After ensuring the validity of these scales for application by assessing their psychometric properties of validity and reliability, statistical analysis was conducted, resulting in the following findings: 1. Dominance of the authoritarian style of classroom management among mathematics teachers at the secondary level from the perspective of their scientific students. 2. Dominance of the democratic style of classroom management among Arabic literature teachers at the secondary level from the perspective of their literary students. 3. Existence of a statistically significant negative correlation between the permissive style of classroom management among mathematics teachers and the motivation for learning mathematics among scientific students at the secondary level. 4. Existence of a statistically significant negative correlation between the authoritarian style of classroom management among mathematics teachers and the motivation for learning mathematics among scientific students at the secondary level. 5. Existence of a statistically significant positive correlation between the democratic style of classroom management among mathematics teachers and the motivation for learning mathematics among scientific students at the secondary level. 6. Existence of a statistically significant negative correlation between the permissive style of classroom management among Arabic literature teachers and the motivation for learning Arabic literature among literary students at the secondary level. 7. Existence of a statistically significant negative correlation between the authoritarian style of classroom management among Arabic literature teachers and the motivation for learning Arabic literature among literary students at the secondary level. 8. Existence of a statistically significant positive correlation between the democratic style of classroom management among Arabic literature teachers and the motivation for learning Arabic literature among literary students at the secondary level. 9. Statistically significant differences in the practice of both permissive and authoritarian styles of classroom management between mathematics and Arabic literature teachers at the secondary level from the perspective of their students, favoring mathematics teachers. 10. Statistically significant differences in the practice of the democratic style of classroom management between mathematics and Arabic literature teachers at the secondary level from the perspective of their students, favoring Arabic literature teachers. 11. Statistically significant differences between the motivation for learning mathematics among scientific students and the motivation for learning Arabic literature among literary students at the secondary level, favoring literary students. 12. There were no statistically significant differences between the correlation coefficients of the permissive style of classroom management among mathematics teachers and the motivation for learning mathematics among scientific students, as well as among authoritarian style coefficients among Arabic literature teachers and the motivation for learning Arabic literature among literary students at the secondary level. 13. There were no statistically significant differences between the correlation coefficients of the dictatorial style of classroom management among mathematics teachers and the motivation for learning mathematics among scientific students, as well as between the correlation coefficients of the dictatorial style among Arabic literature teachers and the motivation for learning Arabic literature among literary students at the secondary level. 14. There were no statistically significant differences between the correlation coefficients of the democratic style of classroom management among mathematics teachers and the motivation for learning mathematics among scientific students, as well as between the correlation coefficients of the democratic style among Arabic literature teachers and the motivation for learning Arabic literature among literary students at the secondary level.