Soleimani, Neda
Sass, Daniel A.
Ahmadi, Alireza
Article History
Accepted: 26 August 2021
First Online: 9 September 2021
Change Date: 22 February 2022
Change Type: Correction
Change Details: A Correction to this paper has been published:
Change Details: https://doi.org/10.1007/s12144-022-02741-8
Declarations
:
: Ethical Approval All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. This article does not contain any studies with animals performed by any of the authors.
: Informed consent was obtained from all individual participants included in the study.
: The authors declare that they have no conflict of interest.
: Classroom management is an undeniable component of an efficient teaching profession and one of the most important yardsticks against which teaches’ pedagogical performance is measured. Needless to say, a psychometrically valid scale for measuring classroom management is a requisite to evaluate effectiveness of teaching. In Iran, such a scale is hardly available. In this study, we validated behavior and instructional management scale (BIMS) in Iranian context to examine the psychometric properties of this scale and see if BIMS is valid tool for measuring classroom management in Iran.