Hasil untuk "Vocational guidance. Career development"

Abdullahi Rabiu, Yusuf Musa Kibiya

The rapid advancement of Artificial Intelligence (AI) is reshaping educational systems and workforce development practices, with significant implications for vocational guidance within Technical and Vocational Education and Training (TVET). This study adopts a systematic conceptual review methodology to synthesise existing theoretical, empirical, and policy-oriented literature on the application of AI in vocational guidance. Drawing on Human Capital Theory and Social Cognitive Career Theory, the review examines how AI-enabled tools support personalised guidance, labour market alignment, and scalable career support services. The findings indicate that AI technologies such as labour market analytics, recommender systems, and intelligent virtual assistants offer substantial opportunities to enhance guidance effectiveness, improve employability outcomes, and strengthen school-to-work transitions. However, the review also identifies critical challenges, including ethical concerns, algorithmic bias, limited explainability, loss of human-cantered counselling, and persistent digital divide constraints, particularly in developing countries contexts. The study argues that AI should function as an augmentative tool that complements, rather than replaces, professional guidance Counsellors. By synthesising key themes and identifying gaps in current research, this article contributes a conceptual framework to inform policy development, institutional practice, and future empirical research on AI-enabled vocational guidance in TVET systems.

Osvaldo Murillo-Aguilar, Mauricio J. Navarro-Bulgarelli

Objective: To construct a paradigmatic classification proposal, contextualized in the Costa Rican reality, based on the sociohistorical development of theoretical approaches to vocational guidance. Methodology: A critical literature review is used, which seeks to synthesize and analyze materials from diverse sources to present a proposed paradigmatic classification model for vocational approaches. For this purpose, paradigmatic classifications from reference authors were sought, and three specific proposals were analyzed: Savickas (2012), Rascovan (2013), and McMahon (2014). Results: Among the main results, it stands out that the highlighted proposals of McMahon and Rascovan classify vocational approaches into four paradigms, while Savickas classifies them into three paradigms. Furthermore, all proposals identify a psychometric paradigm as the starting point for vocational guidance, while the social justice and career education paradigms are presented in two of the three classifications analyzed. In turn, each proposal identifies the most recent paradigm with a different name (life design, critical, complex, and new trends, respectively). Based on the study's methodology, a proposal for an integrative model for Costa Rica is presented, consisting of five paradigms (positivism, naturalism, constructivism, sociocritical, and complex), including paradigmatic overlaps. As part of the study, the approaches within this proposal are classified. Conclusions: The paradigmatic situation of guidance in Costa Rica is located right in the middle of the current proposal from the global north (constructivist paradigm) and the Latin American one (sociocritical paradigm).

Percyval Bayane, Bright Smith, Enid Manyaku Pitsoane et al.

Background: Making post-matric and career decisions is a significant challenge for rural high school learners in South Africa, where access to career assessments, information and professional guidance is limited. While urban schools increasingly benefit from career services, rural learners face persistent structural and informational barriers that negatively impact their career decision-making. Objectives: This study explores how Grade 12 learners at a rural high school in Mpumalanga, South Africa, perceive and navigate their post-matric career decisions. It focuses on the factors influencing their choices in a context marked by socio-economic constraints. Methods: A qualitative research design was used, drawing on focus group discussions and reflexive essays from 17 Grade 12 learners. Thematic content analysis and ATLAS.ti were used to analyse and present findings. Results: Most learners aspire to higher education as a pathway to social mobility, but face financial barriers and limited university access. Some seek immediate employment to support their families or save for further study, while others consider entrepreneurship because of high youth unemployment. While career guidance is important, many rural schools lack trained professionals and sufficient resources. Learners rely on peers, family and informal school initiatives for advice. Conclusion: Structural inequalities significantly shape learners’ post-matric choices and limit their access to informed career pathways, reinforcing cycles of disadvantage. Contribution: This study contributes to understanding rural youth career decision-making in South Africa and calls for enhanced career counselling, increased financial aid and support for vocational and alternative pathways.

Héctor Magaña-Vargas

This essay reflects on the debate about free will and undecidability in the career choice process. It is approached from a transdisciplinary perspective, using classical and contemporary authors as the focus of analysis. It questions free will in the context of technological disruption and proposes updating the counselor toward self-guidance and centering all action on the subject.

Rachel Buchanan

The purpose of this paper is to explore the social justice implications for career guidance of the emerging technologies of career access. Emerging recruitment and selection practices – such as Artificial Intelligence (AI) analysis of candidates’ social media presence and performance in interview, and the use of bots or virtual agents interacting with prospective candidates to evaluate, shortlist and profile them – demonstrate the complexity of contemporary career access in highly technological societies. Career guidance practice has become highly digitalised, and guidance practice likewise can include the use of AI. This paper compares the uses of AI in career guidance and in human resource management and provides an analysis of emerging practices through synthesis of the extant research. With the emerging practices sketched, the paper then outlines the social justice and ethical risks of the increased reliance on AI in career access. The analysis here highlights the need to consider how to avoid reinscribing existing inequities in the emerging digitalised processes of career access, education, and guidance. The nascent nature of AI augmented recruitment and guidance represents not only an educative opportunity for career guidance professionals but also suggests an advocacy role. As legislation and ethics around the use of AI for recruitment is underdeveloped there is an opportunity for career guidance professionals and educators to provide input into the ethical guidelines and regulation of the use of AI in employment and in their practice. Abstrakt Formålet med denne artikkelen er å undersøke hvilke konsekvenser de nye teknologiene for karriereveiledning har for sosial rettferdighet. Nye rekrutterings- og utvelgelsesmetoder – for eksempel kunstig intelligens (AI) som analyserer kandidatenes tilstedeværelse på sosiale medier og deres prestasjoner i intervjuer, og bruk av roboter eller virtuelle agenter som interagerer med potensielle kandidater for å evaluere, velge ut og profilere dem – viser kompleksiteten i dagens karriereveiledning i et høyteknologisk samfunn. Karriereveiledningspraksisen er blitt svært digitalisert, og veiledningspraksisen kan også omfatte bruk av kunstig intelligens. Denne artikkelen sammenligner bruken av kunstig intelligens i karriereveiledning og personalforvaltning og gir en analyse av nye praksiser gjennom en syntese av eksisterende forskning. Etter å ha skissert den nye praksisen, skisserer artikkelen de sosiale og etiske risikoene ved økt bruk av kunstig intelligens i karriereveiledningen. Analysen belyser behovet for å vurdere hvordan man kan unngå at de nye digitaliserte prosessene for karrieretilgang, utdanning og karriereveiledning gjenskaper eksisterende ulikheter. Det faktum at rekruttering og veiledning ved hjelp av kunstig intelligens er i sin spede begynnelse, representerer ikke bare en utdanningsmulighet for karriereveiledere, men også en mulighet til å påvirke. Ettersom lovgivningen og etikken rundt bruken av kunstig intelligens i rekrutteringsprosessen ennå ikke er ferdig utviklet, har karriereveiledere og lærere en mulighet til å bidra til utformingen av etiske retningslinjer. Nøkkelord: Kunstig intelligens; Rekruttering; Teknologi; Karriereveiledning; Sosial rettferdighet; Personalforvaltning

Liudmyla Khoruzha, Mariia Bratko , Liliya Hrynevych

The article considers the problem of training career counselors for the New Ukrainian School as a modern innovative trend. It is updated in the context of the introduction of three-year specialized education in Ukraine. A career counselor performs the function of a mediator between a person and his or her possible choice of profession, helps him or her identify and use his or her talents and abilities to achieve significant goals. A content analysis of scientific sources on the problem are carried out, which originates at the turn of the nineteenth and twentieth centuries. Modern foreign scientific researchers are highlighted, for example, the theory of vocational choice, as well as other theories of career development. The analysis and systematization of research on career development made it possible for scientists to systematize five groups of theories: substantive, procedural, substantive-procedural, constructivist, and broad explanation theories. It is considered the development of Ukrainian scientists on the issues of career guidance and career counseling: a scientific thesaurus on the problem is formulated, and relevant scientific research is carried out. However, theoretical generalizations have not been implemented in practice: Ukrainian higher education institutions do not provide comprehensive systematic professional training for career specialists. The authors of the article outline some prospects for the professional training of relevant specialists; define the range of potential job responsibilities of a career counselor; present a model framework of competencies of a career counselor working in a Ukrainian general secondary education institution; and present the content of innovative educational disciplines necessary for the professional and pedagogical training of future career counselors in the New Ukrainian School.

Tatyana A. Popova

Background. Issues of adolescents’ self-determination in the process of their formation are of particular importance, since their solution determines success and competitiveness in adulthood. In this regard, the development and implementation of programs aimed at research and formation of professional and life meaning orientations is in demand by the specialists in educational and psychological practice. Objective. The study had its purpose to assess the effectiveness of art-logotherapeutic methods in the formation of professional and life meaning orientations of adolescent personality. Study Participants. The study involved 50 adolescents (26 boys and 24 girls) aged 13 to 15 years (M age = 14.04; SD = 0.84) from the general education schools of Krasnogorsk (Moscow region). Methods. The study consisted of diagnostic and experimental (forming) stages. The diagnostics included “Life Meaning Orientations Test” by D.A. Leontiev, “Questionnaire of professional self-determination” by G.V. Rezapkina, “Motives for choosing a profession” by R.V. Ovcharova. The experimental group was engaged into vocational guidance and professional orientation classes using art-logotherapy techniques (8 classes of 2 hours each). Student's t-test was implemented for the statistical analysis of obtained results. Results. The implementation of the program “Creativity, profession, meanings” including art-logotherapy techniques in the experimental group led to a statistically significant increase in the level of life meaningfulness, the ability to control their life events and make important decisions. The use of creative techniques helped teenagers to change their ideas about certain aspects of professional life, adjust their primary professional choice, and also increase the priority of internal individual motivation when choosing a future career. Conclusions. Art-logotherapy is an effective method that can be recommended for practice with adolescents to develop their professional and life meaning orientations.

Anu Raudasoja, Soili Rinne, Sanna Heino

This study deals with competence-based and student-centered Finnish initial vocational education and training (IVET). The main research question is how holistic guidance supports the building of the student’s competence identity in Finnish IVET. The holistic guidance in competence- and work-based vocational education and training is formally implemented when a personal competence development plan (PCDP) is drawn up for each student and informally in various interaction situations in studies, work, and leisure time. The guidance actors supported student’s personal growth, guided learning and provided career guidance. For this study, interviews were carried out with IVET students (n=15) and IVET teachers (n=29). The analysis carried out combined data-based and abductive qualitative content analysis methods. In the analysis results, the different guidance actors were organised into the following five levels of guidance: 1) IVET teachers, tutors, and workplace instructors, 2) IVET study counsellors and special needs teachers, 3) student welfare personnel, 4) leisure time actors and hobby instructors, and 5) employment specialists. Based on the results, a framework was designed for holistic student-centred guidance in Finnish IVET. This framework describes how active student agency and multidisciplinary guidance work can support the building and updating of the student’s competence identity. This study revealed that guidance processes are complex and highlights that many actors are, not only guidance specialists, needed to fulfil the task.

S. Tarasov, E. B. Spasskaya

Introduction. The intensification of socio-cultural and technological transformations contributes to the constant rethinking of career guidance practices in the context of a changing perception of the values of professions by modern schoolchildren and to the formation of an informed choice about the trajectory of their professional development.Aim. The present research aims to analyse the forms and formats of career guidance activities implemented by pedagogical universities; to determine the most effective forms and formats in terms of increasing motivation and interest in the teaching profession; and to assess the level of awareness of the choice of a teacher profession among applicants.Methodology and research methods. In this study, the problem of the effectiveness of the forms and formats of vocational guidance activities of pedagogical universities is considered from the point of view of the methodology of environmental and cultural approaches, which determine the presence of links between socio-cultural and educational space as an influencing factor in the personality formation and development in a social system changing under the impact of external objective factors.The current empirical study was based on a mixed design. In order to verify and triangulate the results obtained in the study, the authors carried out an expert assessment of the representation of various forms of career guidance implemented by pedagogical universities, and investigated the perception of the effectiveness of career guidance activities by first-year students. The sample of the respondents was made up of 1,628 first-year students aged from 16 to 44 years, who enrolled in full-time and part-time bachelor’s degree programmes 44.00.00 Education and Pedagogical Sciences (based on the intergraded group of specialties). The respondents were asked to assess the frequency of participation and the degree of influence of career guidance activities on the choice of profession at the stage preceding admission to university, as well as to answer questions that determine factors affecting professional choice.Empirical data were processed by means of frequency, comparative and multivariate analysis, using median test, Pearson’s chi-square criterion, factor analysis.Results. The main formats of career guidance activities implemented by pedagogical universities were identified. The analysis of the content of the events shows that pedagogical universities implement various career guidance practices in cooperation with regional education systems aimed at attracting the most trained and professionally oriented applicants to the field of pedagogical education in the region.It was revealed that the students, who entered the pedagogical university, most often participated in traditional career guidance activities, while the formats of career guidance involving active methods of working with applicants are represented in their experience to the least extent.Three types of career guidance activities were identified: the most passive role is assigned to applicants within the framework of career guidance presentation; the opportunity to express oneself appears within the framework of pre-professional pedagogical training; and the greatest subjectivity of the applicant is actualised by activities implying his/her involvement in pedagogical activity.Students, who are characterised by a high level of involvement in career guidance activities, give a higher evaluation for the influence of active career guidance methods on the choice of profession and have a more pronounced motivation for choosing teaching profession.Scientific novelty. In this paper, career guidance activities have been studied through the use of a mixed design, verification and triangulation of the results obtained that allowed to empirically substantiate their typology and determine the nature of their impact on the professional self-determination of applicants.Practical significance. The research results can be used to improve the quality of career guidance work of pedagogical universities. The research materials can be employed in the development of regional development programmes, development programmes of pedagogical universities and educational organisations.

Wenneng Liu

Abstract The employment of vocational college graduates is a matter of social stability. In this paper, we first introduce modularized teaching in vocational college students’ employment guidance courses to unify the teaching of vocational college students’ career development and employment guidance courses. Secondly, in the preference analysis module, the WOA algorithm is used to optimize the selection of LSSVM parameters, and the WOA-LSSVM model adapted to the regression prediction of vocational college students’ employment preferences is proposed. Then, in the module of employment optimal matching, the Lagrangian conditional function extreme value is found in the discrete job data through the residual optimization algorithm, and the results of the optimal matching of vocational college students’ employment supply and demand are obtained. Finally, the overall situation and group differences in the intensity of employment pressure felt by vocational college students are analyzed. The results show that the maximum value of students’ employment pressure in the modular teaching of employment guidance is 128.28, the mean value is 0.02283, and the Std.Dev is 0.90383. The multivariate kurtosis coefficient decreases from 6.385 to 0.874, which is the critical value (c.r.). Decreases to 1.983<1.95, and the data are normally distributed. This study provides some references to enhance the career planning function of vocational college students’ career guidance courses.

P. Wu

: In vocational colleges, the role of employment guidance for students is becoming increasingly prominent. Students are facing changes in the job market and an increase in employment challenges. Therefore, targeted employment guidance is particularly necessary. This guidance not only assists students in finding jobs but also plays a positive role in career planning and personal development. This article deeply explores the current status of employment guidance for vocational college students, emphasizing the significant value of this field and how to construct a more comprehensive employment guidance system.

Jingran Li, Jianqiang Liu, Changde Hu et al.

Vocational education is an important breakthrough in deepening education reform, only when vocational education is well developed can a large number of outstanding technical application talents be trained for the country and the high-quality development of the real economy can be promoted. Therefore, how to deepen the reform of higher vocational and technical education has become an important issue. The theory of Competency-Based Education pays attention to the all-round development and career prospects of students, and emphasizes the occupational pertinence of education, which is highly compatible with the characteristics and requirements of higher vocational and technical education. This paper introduces the concept of competency-based education concept, analyzes the characteristics of vocational and technical education, and summarizes the application of competency-based education concept to vocational and technical education practice methods.

Natal'ya Igorevna Altynnik

Vocational guidance within the framework of educational activities is an extremely relevant area of work. This activity is regulated by both Federal Laws and regional regulations. In this paper, we analyzed the main methods for the development of career guidance activities. On the example of the Belgorod region, we determined which of these techniques work and what results they give. There are various vocational guidance centers in the region that assist schoolchildren and students in choosing a profession, providing information on the labor market, training and employment opportunities. However, despite the results achieved, there are still a number of challenges and problems that need to be addressed. One of these problems is the lack of information about the labor market in the region for specific professions, which makes it difficult to choose a future profession. The paper shows, taking into account trends in the labor market and the socio-economic situation in the Belgorod region, career guidance activities have great potential for development and improvement.

Jiazhen Xu

: The rapid development of the chemical industry has brought a large number of jobs, but according to the initial employment data of chemical graduates, the number of graduates who have left school without employment has increased year by year, which puts forward higher requirements for the career guidance of graduates who have left school without employment. Taking the graduates of chemical engineering major of Zhaoqing University as an example, this paper analyzes some problems such the lack of psychological guidance at the beginning of employment in the career guidance work of chemical engineering graduates who have left school without empiloyment; single form of vocational guidance and insufficient guidance to employers. The solution strategy is put forward in five aspects, such as clearing the career guidance work objectives; strengthening professional team building; broadening the career guidance channels; strengthening employment psychological guidance; doing a good job in the career guidance of employers, so that the career guidance can play a full role in promoting the full employment of college graduates and improving the employment quality of graduates.

Peyman Abkhezr, M. McMahon

The incidence of app-based gig work is expanding rapidly in developed global north countries. Many app-based gig workers are migrants from developing global south countries searching for a better life in their resettlement countries. App-based gig work, however, is insecure, irregular and potentially precarious. Access to decent work is vital for migrants’ integration after resettlement and also their career development. In the context of the decent work agenda, this article explores the intersections of migration, app-based gig work, and southern migrants’ career development in the global north and considers the implications for career practice and research. Die Überschneidungen von Migration, App-basierter Gig-Arbeit und Karriereentwicklung: Implikationen für die berufliche Praxis und Forschung. Die Verbreitung von App-basierter Gig-Arbeit (eng. Gigwork) nimmt in den entwickelten Ländern des globalen Nordens rasch zu. Viele App-basierte Gigarbeiter sind Migranten aus Entwicklungsländern des globalen Südens auf der Suche nach einem besseren Leben in ihren Einwanderungsländern. App-basierte Gig-Arbeit ist jedoch unsicher, irregulär und potenziell prekär. Der Zugang zu menschenwürdiger Arbeit ist für die Integration von Migranten nach der Neuansiedlung und auch für ihre berufliche Entwicklung von entscheidender Bedeutung. Im Kontext der Agenda für menschenwürdige Arbeit untersucht dieser Artikel die Überschneidungen von Migration, App-basierter Gig-Arbeit und der beruflichen Entwicklung von Migranten aus dem Süden im globalen Norden und betrachtet die Auswirkungen auf die berufliche Praxis und Forschung. Les intersections entre la migration, le travail de plateforme basé sur des applications et le développement de carrière: Implications pour la pratique et la recherche en matière de carrière. L'incidence des emplois de plateforme basés sur des applications se développe rapidement dans les pays développés du Nord. De nombreux travailleurs de ce type sont des migrants originaires de pays en développement du Sud à la recherche d'une vie meilleure dans leur pays de réinstallation. Cependant, le travail de plateforme basé sur des applications est peu sûr, irrégulier et potentiellement précaire. L'accès à un travail décent est vital pour l'intégration des migrants après leur réinstallation et pour le développement de leur carrière. Dans le contexte de l'agenda pour le travail décent, cet article explore les intersections entre la migration, le travail de plateforme basé sur les applications et l'évolution de carrière des migrants du Sud dans le Nord et examine les implications pour la pratique et la recherche en matière de carrière. Las intersecciones de la migración, los conciertos basados en apps y el desarrollo de la carrera : implicaicones para la práctica de la carrera y la investigación. La incidencia de el trabajo musical basado en apps se está expandiendo rápidamente en los países del norte global desarrollado. Muchos migrantes músicos que trabajan a partir de las apps desde países del sur global en dsarrollo, buscando una vida mejor en los países de reasentamiento. El trabajo musical basado en apps es inseguro, irregular y potencialmente precario. El acceso al. Trabajo digno es vital para la integración de los migrantes tras su reasentameinteo y también para su desarrrollo de la carrera. En el contexto de la agenda sobre el trabajo digno, este artículo explora las intersecciones del trabajo musical basado en apps y el desarrollo de la carrera de los migrantes del sur en el norte global y considera las implicacions para la práctica de la carrera y la investigación.

Aqsa Mehreen, Zulqurnain Ali

دکتر نوشین پردلان, صدف خلیجیان, شکوفه خمسه زاده et al.

رسالت شغلی شامل اعتقاد به این که زندگی فرد بخشی اساسی از مفهوم گسترده هدف و معنا در زندگی است و برای کمک به دیگران جهت پیشبرد اهداف والاتر با شیوه ای خاص به کار می‌رود، می‌باشد این پژوهش با هدف بررسی رسالت مسیر شغلی از منظر قرآن کریم و مطالعه موردی سوره حضرت یوسف انجام شد. یافته‌ها نشان داد که در قرآن کریم و به خصوص در سوره حضرت یوسف به صورت همه جانبه به ابعاد مختلف رسالت مسیر شغلی پرداخته شده است، همچنین با مطالعه و جمع آوری شواهد می‌توان نتیجه گرفت که قسمت اعظمی از ریشه‌های بنیادی نظریه رسالت مسیر شغلی به قرآن کریم و به خصوص سوره حضرت یوسف می‌پردازد و از سوره حضرت یوسف الگو گرفته است. همچنین تاکید قرآن بر صفات و ویژگی‌های رسالت موضوعی است که در نظریه‌های موجود و یا ابزارهای سنجش رسالت کمتر به آن توجه شده است. در نتیجه با الهام گرفتن از دستورات قرآن به خصوص در زمینه شغلی و ارائه الگویی شغلی-مذهبی، می‌توان زمینه لازم برای اشتغال موفقیت آمیز را فراهم آورد و همچنین متغیرهای جدید تر از جمله صفات رسالت را مورد سنجش قرار داد.

Anna J. C. Hsu, M. Chen, Nai-Fang Shin

F. Aryani, Muhammad Rais, Hamdan Arfandy

The purpose of this study is (1) to determine the level of need for guidance and counseling teachers in developing U Career applications for students in SMK (2) To determine the validity and practicality of U Career applications to help students choose majors in SMK. The approach used in this study is the Research and Development (R & D) approach which is designed to produce an Android-based U-career application product for students in SMK. The targets in this study were 13 guidance and counseling teachers from 5 districts/cities in South Sulawesi. Data collection techniques used questionnaires (validity and acceptability assessment questionnaires for testing guidance and ICT experts and prospective users of BK products/teachers) and focus group discussions (FGD). The data analysis technique used descriptive percentage analysis. The results of this study indicate that (1) Guidance and counseling teachers assess the use of the U Career application as very important for vocational students to help them choose majors in SMK (2) the U Career application reaches a valid and practical category to be used by students in choosing majors in SMK. Thus the U Career Application product can assist BK teachers in implementing career guidance services based on the talents, interests, and potential of vocational students.

سیروس شیراوند, رضا هویدا, سعید رجایی پور

هدف :پژوهش حاضر باهدف طراحی و تبیین الگوی روابط سبک‌های مدیریت کلاس معلمان با ابعاد مهارت‌های اجتماعی و عملکرد تحصیلی دانش‌آموزان مدارس ابتدایی شهر کرمانشاه انجام‌شده است. روش: پژوهش از نوع توصیفی- همبستگی استفاده‌شده است و جامعه آماری شامل دانش‌آموزان نواحی 1، 2 و 3 شهر کرمانشاه به تعداد 11777 نفر و معلمان نواحی 1، 2 و 3 شهر کرمانشاه به تعداد 403 نفر بوده است. حجم نمونه در بخش کمی بر اساس فرمول کوکران و با روش نمونه‌گیری تصادفی طبقه‌ای تعداد 394 نفر دانش‌آموز و تعداد 197 نفر از معلمان به عنوان نمونه انتخاب گردید. برای جمع‌آوری داده‌ها از پرسش‌نامه‌های سبک‌های مدیریت کلاس درس، مهارت‌های اجتماعی و عملکرد تحصیلی دانش‌آموزان استفاده‌شده است. روایی صوری و محتوایی پرسشنامه‌ها به تأیید متخصصین و روایی سازه از طریق تحلیل عاملی تأییدی و پایایی آن‌ها نیز با استفاده از ضریب آلفای کرونباخ به ترتیب 928/.904/؛ و 94/. محاسبه گردید. برای تجزیه ‌و تحلیل داده‌ها از نرم‌افزارهای آماری SPSS24، AMOS23 استفاده‌شده است. یافته‌ها: پژوهش نشان داد، همبستگی بین سبک‌های مدیریت کلاس معلمان و مهارت‌های اجتماعی (37/0= r) و همبستگی بین مهارت‌های اجتماعی با عملکرد تحصیلی دانش‌آموزان (55/0=r) و همبستگی میان سبک‌های مدیریت کلاس معلمان با عملکرد تحصیلی دانش‌آموزان برابر (45/0=r) و از لحاظ آماری در سطح (001/0=p) معنی‌دار است؛ نتیجه گیری: بنابراین متغیر سبک‌های مدیریت کلاس معلمان بر عملکرد تحصیلی و مهارت‌های اجتماعی دانش‌آموزان و عملکرد تحصیلی دانش‌آموزان تأثیرگذار بوده است. لذا، سبک‌های مدیریت کلاس معلمان با تأکید بر مهارت‌های اجتماعی؛ مهارت مکالمه؛ فعالیت‌های گروهی؛ مهارت دوست‌یابی؛ خود تنظیمی و مدیریت بحران و تعارض می‌تواند بر عملکرد تحصیلی دانش‌آموزان تأثیرگذار می‌باشد.