عنوان مقاله [English]
This study aims to provide a conceptual model for establishing healthy classroom management in schools. After reviewing the literatures and related theories, 75 components were selected and designed and in an interval scales questionnaire. The internal validity in all aspects of the questionnaire according Cronbach's alpha was above 90 percent. Research sample consist of 150 teachers from public schools in Rasht province that randomly chosen by relative sampling method. For Data analysis, Conceptualization process, factor analysis and regression analysis method were used. Factor analysis results showed that healthy classroom with 14 components can be modeled in five principal factors that include: relationship dimension (obvious and cast), motivation (positive and negative), teaches leadership style (healthy and easily), discipline (reasonable, flexible, clear applicable and lawful) and the growth of students (social, spiritual, intellectual and emotional). Also, according to Pearson regression, healthy classroom management has correlation with teacher leadership style 0/258, the growth of the student 0/170, motivation 0/440, discipline 0/783 and communication 0/569. Also the path analysis model showed that how much each of the five factors can predict healthy classroom management. As lateral finding, the correlation between each identified five factors was calculated.