Document Type : Original Article
Author
Associate Professor of Educational Sciences, Payame Noor University, Tehran, Iran.
Abstract
The present study purpoed to provide a model for explaining the relationship between social capital and emotional well-being of university faculty members, with the mediating role of interactive classroom management style in the higher education system. The research method was descriptive-correlational using structural equation modeling (variance-based approach). The statistical population consisted of all faculty members of Payame Noor University of Kerman Province in the academic year 2024-2025. Based on Morgan’s table, the sample size was determined as 80 individuals, who were selected through proportional stratified sampling. Data collection tools included the Social Capital Questionnaire (Rasoulzadeh Aghdam et al., 2016), the Emotional Well-Being Questionnaire (Rego et al., 2009), and the Classroom Management Styles Questionnaire (Martin et al., 2008). Face and content validity of the instruments were confirmed by 10 experts in educational management and psychology, and construct validity was assessed through confirmatory factor analysis. Composite reliability (CR) and Cronbach’s alpha were calculated respectively for social capital (0.84 and 0.77), emotional well-being (0.89 and 0.85), and classroom management style (0.85 and 0.76). Data analysis was performed using SPSS23 and SmartPLS3 software. The findings showed that social capital has a positive and significant effect on the emotional well-being of faculty members both directly (coefficient 0.80) and through the mediation of classroom management style (indirect coefficient 0.18). Furthermore, the model fit indices (GOF = 0.41) indicated a strong fit of the proposed model. Based on the results, strengthening social capital in academic environments and empowering professors in effective classroom management styles are recommended.
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