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procrastination

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The direct and indirect effects of classroom management practices and perception of school climate on procrastination Ghodoosi Nejad, A. Asadian, S. Farid, A. Abstract Introduction: The purpose of this study was to investigate the direct and indirect effects of classroom management practices and perception of school climate on procrastination. Method: The Statistical population of the study includes all high schools teachers in Dehdasht cities. A sample size of 216 people was selected through multistage random sampling. Data collection tools were included questionnaire on attitudes and beliefs of teachers about classroom management style of Martin and Baldwin (1998), Inventory of Organizational Climate by Halpin and Kraft (1984), and the scale of organizational procrastination by Saffarinia and Amirkhani (2011). To analyze the data, SPSS and AMOS Software’s and Methods of path analysis were used. Results: Results of the research revealed that the pure effect of intervening and no-intervening of classroom management on the perceptions of school climate was: 0.19 and 0.22, respectively. Nondirect effect on the procrastination was -0/055, -0/06 respectively. Intervening, no intervening and interactive classroom management was: 0/0001, 0/07, and 0/09 respectively. Conclusion: the results showed that; none of the classroom management Practices Have had any direct effect on teachers’ procrastination. But the effects of intervening and non-intervening management with the perceptions of school climate’s mediating were meaningful on teachers’ procrastination. Finally intervening and non-intervening management procedures (but not interactive) had meaningful direct effect on the perceptions of school climate.

Keywords: procrastination, classroom management, perceptions of school climate


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