تبیین رابطه ساختاری بین هیجانات اساتید و مدیریت کلاس با میانجی‌گری خودکارآمدی در دانشگاه فرهنگیان

Abstract
One of the most important issues in the field of educational psychology is to achieve conditions that improve and enhance the performance of learners. There is no doubt that there is only one clear way to improve learners' performance. But numerous studies have enabled researchers to identify the most effective determinants of student performance. Without a doubt, proper classroom management is one of the most important factors. The present study aimed to determine the relationship between teacher emotions on classroom management and the mediating role of self-efficacy. Descriptive-correlation method using the Structural Equation Modeling and the statistical population of all professors of Farhangian University with 7000 people who selected by  the random cluster method bit win of 400 people as a sample size In this way, first the clusters are selected based on the geographical regions of the country and then randomly from the north: Gilan and Mazandaran provinces, center: Tehran, Qom, Semnan, Yazd, from the west: Ardabil, Sanandaj and Kermanshah, south: Bushehr, Bandar Abbas, and from the east: Khorasan Razavi have been selected as an example of this research. and data collected by exciting questionnaires of teacher Chen . (2016), (Reliability 0.768), in order to measure the emotions of pleasure, love, enjoyment, anxiety, anger and fear. This questionnaire includes 26 questions using 6 scale from never to forever. Wolfgang & Glickman Class Management Questionnaire (1986), reliability 0.798), this questionnaire includes 25 based
 a five-scale Likert scale including: never, rarely, sometimes, often and always. This questionnaire has 3 factors: Educational management, members management and behavior management. And Bandura teacher self-efficacy (1997) (reliability 0.886) To measure self-efficacy, Bandura teacher self-efficacy questionnaire with 30 questions was used, which after examining 7 questions were deleted with the opinion of professors 23 questions remind Including self-efficacy for decision making and educational self-efficacy, disciplinary self-efficacy and self-efficacy for creating a positive atmosphere were useed.
The scoring of the questionnaire using the 5-deegre Likert scale is with very low, low, medium, high and very high options. Data were analyzed by structural equation modeling and Sobel test by using AMOS 24 software. Based on the findings, the fit indices of the model were approved. And the data are reported to the acceptable extent of each of the fit indices. Index, CMIN The absolute fit index is less than 5 and is in the desired range. Indicator NFI=0.942 Or the Bentler-Bount softened index And the Tucker Lewis index TLI=0.952 and, CFI=0.964 , All of them are adaptive fit indices with a value higher than 0.9 and are in a very desirable range. the amount of RMSE=0.06 Which is one of the economical fit indices, is less than the border of 0.8 and is very desirable and acceptable. As a result, the tested model has a fit in this with the data.
To examine the effect of the mediator variable, the Sobel test was used, which shows that the mediator variable of self-efficacy has a significant effect on the studied path, and has increased the effect of teacher excitement on classroom management according to the path coefficient. Given the negative and significant relationship between emotion and classroom management, it is necessary to train teacher for emotion management. Teachers who can manage emotion manage their emotional responses in the classroom and interact better with their learners, which is a classroom management tool. Learners are usually dissatisfied with their teachers' anger and react in adolescence and young adulthood, which leads to class indiscipline and, consequently, more anger at the teacher and a lack of enjoyment of teaching and class. Thus, emotions affect students' performance through cognitive resources, learning strategies, self-regulatory and motivational strategies, and students' and teachers' interactions with the classroom and school context. Hargreaves (1998) emphasized that good teaching is enhanced by positive emotions, and that successful teachers play an important role in increasing learners' desire to learn by demonstrating their true passion for teaching. In this regard, Franzel, Goetz, Stephens and Jacob (2009) showed that while teachers' positive emotions are related to using creative and flexible teaching strategies and increasing students' motivation for progress, While teachers' negative emotions weakening creative teaching strategies. And flexibility in them also affects learners' learning outcomes.
According to Bandura's theory, self-efficacy affects human behavior not only directly but also indirectly through cognitive, emotional, selective and social processes. Teachers with higher self-efficacy seem to be more resilient when confronted with adverse events in the classroom and do not accept negative thoughts about themselves and their abilities. Accordingly, self-efficacy beliefs help them perform better in the face of student misconduct and classroom disciplinary issues. Considering that Farhangian University is the only center of teacher training in the country, the best decisions should be implemented in this university.
It is suggested that a unique titled” Classroom Management “be included in the general courses of this university. Also, due to the significant relationship between emotion and classroom management, it is suggested that educational programs in the field of emotion recognition and emotion regulation strategies to be introduce and students' skills increase in emotion regulation by university educational planning trustees. Adding a course of” motivation and excitement “And workshops by title of “emotion on behavior and emotion management”. Education through the media has a great impact and media cooperation in education can have a greater indirect impact. Considering the significant relationship between self-efficacy and classroom management and teacher excitement, it is suggested that educational workshops be considered whit the subject of ‘self- study’ by university professors in order to increase students' self-efficacy. Students self-efficacy and teachers will improve with more practice and continuous and specialized feedback from professors. The professors of Farhangian University must have special planning for this important issue. This study faced limitations, including the data of this study was collected during the Coved epidemic and consequently the virtual of classes. Another limitation is that the design of the present study was a correlational study in which the relationships between variables were examined. Therefore, it is not possible to make causal inferences between the studied variables. In regard to statistical population professors of Farhangian and different organization climate of this university. It must be avid to extend the result to other educational center.