The study of Relationship between Leadership styles of Classroom Management with Academic Motivation in Kermanshah University of Medical Sciences students in 2015-2016

Introduction: the way that the instructor plans for courses and manages the class greatly affects the speed and quality of students learning. The aim of this study was to determine the relationship between the dimensions of leadership styles of faculty management with academic motivation of students.

Methods: The present study was conducted using descriptive correlation method. The statistical population was defined in two groups of  360 students in a randomized cluster sampling method) and teachers 118 using the sample Morgan^,s table Faculty data were collected by Wolfgang and Glickman questionnaires and students' data were collected by Harter's Educational Motivation questionnaire. Data were analyzed using descriptive statistics, Pearson correlation coefficient and regression analysis using SPSS software.

Results: The findings showed that there was a direct and significant relationship between the leadership style of the classroom management of the faculty in general , and its dimensions by non-interventional style (p001/0>), intervener style (p001/0>) and interactive style (p001/0>) with academic motivation of the students.

Conclusion: Considering the direct and significant relationship between the dimensions of management leadership style (non-interventional, interventional and interactive) with academic motivation, it is suggested that faculty members and tutors use the dimensions of leadership styles to increase the students' academic motivations.