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The Relationship Between Communication Skills and Classroom Management Styles in Instructors of Behvarzi at Education Centers of Iranian Northeastern Universities of Medical Sciences

    Authors

    1 Medical Education Department, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

    2 Medical Science Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.

    3 Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.

    4 Student Research Committee, Health Faculty, Mashhad University of Medical Sciences, Mashhad, Iran

    5 Health Education Department, Health Faculty, Mashhad University of Medical Sciences, Mashhad, Iran

,

Document Type : Original Article

Abstract

Introduction:Effective communication skills are integral to the role of an instructor, particularly in the educational context. Among various competencies, an instructor's ability to communicate with students stands out as a crucial factor. Simultaneously, effective classroom management remains a significant challenge in educational centers. This study aimed to explore the relationship between communication skills and classroom management styles among Behvarzi instructors.
Materials & Methods: : A cross-sectional study was conducted in 2022, involving 124 instructors from Behvarzi education centers. Data were collected through validated questionnaires: the Queendom questionnaire for assessing communication skills, previously confirmed by Hossein Chari et al. (2005), and the Wolfgang and Glickman's questionnaire on classroom management styles, validated by Aali and Amin Yazdi (2005). Responses were collected using Google Forms and messaging platforms, and analysis was performed using SPSS 26
Results: The study included 124 instructors with an average age of 45.3 ± 6.3 years (31.5% male, 68.5% female). Classroom management styles were predominantly interactive (83.1%) compared to interventionist (16.9%). Communication skills were high in 75% of instructors, with a notable 25% at an average level. Significantly, listening skill scores differed between interventionist (19.1 ± 2.3) and interactionist (20.4 ± 2.1) groups (p=0.032). The Spearman correlation revealed an inverse, significant relationship between years of service and communication skills (r=-0.18, p=0.038). However, no significant relationships were observed between other communication skills and classroom management styles
Conclusion: Based on the findings, classroom management style (interactive and interventionist) had no significant relationship with other communication skills, except for listening skills. Considering the importance of communication skills of teachers in the training process, it is necessary to pay attention to this in the training programs of teachers.

Keywords

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Horizon of Medical Education Development
Volume 16, Issue 4
January 2026
Pages 7-15
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