Relationship between Classroom Management Styles and Academic Optimism of Teachers in Public Schools of Gilgit Division, Gilgit-Baltistan

Classroom management has constantly been acknowledged as a salient concern for teachers, and academic optimism is an important characteristic of teachers, which has been limitedly studied in our context. The objectives of the study were to identify classroom management styles exhibited by secondary school-level male teachers in their classrooms, investigate secondary school teachers' academic optimism, and determine the correlation between classroom management styles and academic optimism of secondary school-level male teachers. The study was correlational and based on a quantitative approach. A cluster sampling technique was used. Each government boys high school of Gilgit Division was considered a cluster. There were 46 clusters in the region. All male secondary school teachers (500) in government boys high schools of Gilgit Division comprised a population. A simple random sampling technique was employed to choose 20 clusters, which consisted of a sample size of 217 teachers. Both descriptive and inferential statistics were utilized for the analysis of data. Behaviour and instructional management scale (24 items) were used to measure classroom management styles. Teachers' academic optimism scale (9 items) was used to measure the academic optimism of secondary school-level male teachers. Results of the research expressed that most educators were interventionist, and some were interactionist. In the case of academic optimism, most educators had average academic optimism, and few possessed high academic optimism. Classroom management styles were significantly correlated with the academic optimism of teachers. Similarly, interventionist styles of behaviour and instructional management dimensions were positively related to academic optimism. The statistics used were frequency, percentage, correlation coefficient, probability value and co-variance. Hence, it was recommended for head teachers to furnish such a milieu, which would be suitable for teachers to adopt an interactionist style, and a component of academic optimism be included in refresher courses for in-service teachers and teaching practice of prospective teacher so that their academic optimism could be increased.