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Indian Journal of Pharmaceutical Education and ResearchNOW IN
Article

Investigate of the Relationship between Thinking Styles and Classroom Management of the Teachers of Vocational Colleges

Weiguo Hu1,5, Zi Ye2, Chou Chen3, Wei Chen4, Chan Li5, Haijun Zhou6,8★, Ruiyang Chen7★★ Corresponding author

  1. 1Institute of Education, Xiamen University, Xiamen, CHINA.
  2. 2School of Marxism, Zhejiang Institute of Economics and Trade, Hangzhou, CHINA.
  3. 3Department of Public Sports, Wenzhou University of Technology, Wenzhou, CHINA.
  4. 4Department of Laboratory Management, Wenzhou Business College, Wenzhou, CHINA.
  5. 5School of Marxism, Zhejiang College of Security Technology, Wenzhou, CHINA.
  6. 6Department of Audit, Zhejiang College of Security Technology, Wenzhou, CHINA.
  7. 7School of Marxism, Wenzhou Medical University, Wenzhou, CHINA.
  8. 8School of Marxism, North western Polytechnical University, Xi’an, CHINA.

CORRESPONDENCE

Haijun Zhou

Department of Audit, Zhejiang College of Security Technology, Wenzhou, CHINA.

zhj2020@mail.nwpu.edu.cn

Received: 14-02-2025; Revised: 08-04-2025; Accepted: 27-06-2025.

Volume 59, Issue 4 · pp. 1277–1284 · PUBLISHED 2025 · DOI: 10.5530/ijper.20253776

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ABSTRACT

Aim/Background: This study investigated the relationship between thinking styles and classroom management among teachers at X (anonymous) Vocational College of China during the academic year 2021-2022. Materials and Methods: The population of the study consisted of all 442 teachers at X Vocational College. Descriptive and inferential statistical techniques, including Fisher's Z test, were employed for data analysis. Results: The findings revealed that only the legislative and judicial thinking styles significantly predicted classroom management among the teachers. Additionally, thinking style was found to be a potential predictor of classroom management style. However, the results of Fisher's Z test indicated no statistically significant difference between teachers' thinking styles and classroom management based on gender. Conclusion: The study concludes that specific thinking styles, particularly legislative and judicial, play a role in influencing classroom management. Gender does not appear to significantly affect the relationship between thinking styles and classroom management among teachers.

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    Hu, W., Ye, Z., Chen, C., Chen, W., Li, C., Zhou, H., & Chen, R. (2025). Investigate of the Relationship between Thinking Styles and Classroom Management of the Teachers of Vocational Colleges. Indian Journal of Pharmaceutical Education and Research, 59(4), 1277–1284. https://doi.org/10.5530/ijper.20253776