Evaluation of class dimensions in the elementary school teachers Isfahan management style

This paper examines the relationship between emotional intelligence and self-efficacy of teachers with classroom management style Isfahan the city is in the 93–1392 school year. The study of elementary school teachers in six districts of the city have been among them, random, stratified according to gender and size and location of the service area of 180 teachers selected. Survey methodology, data collection, correlation method has been applied for. The study of emotional intelligence questionnaire (1980), the classroom management style(1985) and teachers'self-efficacy questionnaire(2001), was used. The construct validity of the questionnaire has been received and approved by the university authorities and so the face and content validity as well. Cronbach's alpha reliability of the questionnaire for Emotional Intelligence Questionnaire 0/93, 0/98 is a classroom management style. The results showed that classroom management above average and all of the statistically significant (P=0/01).