The Relationship between Teacher Core self-Evaluations, Classroom Management and Educational Achievement

This research aimed to investigate the relationship between teacher core self-evaluations and classroom management and educational achievement of high-school students in Birjand city in Iran. Descriptive statistics and correlation analysis were used to analyze collected data. The population includes teachers and high-school students in the school year 2011–2012. The sample includes 138 teachers (69 males and 69 females), and their students selected with categorical sampling in the same ratio. The results showed that there is a meaningful relationship between the teacher's core self-evaluations and teacher's gender, and classroom management and students’ educational achievement. Core self-evaluations is more important to the female teachers than to the male teachers. Female teachers use less intervention style in classroom management, and have better control of the classroom and greater educational achievement of their students.