Design and Validation of a Questionnaire for the Components of Classroom Management Based on a Model Derived from the Holy Qur’an and Nahj al-Balagha

The aim of this study was to design and validate a questionnaire for assessing the components of classroom management based on the teachings of the Qur’an and Nahj al Balagha Method: The research employed an exploratory mixed methods design. In the qualitative phase, a conceptual model consisting of four dimensions, nine components, and 140 indicators was extracted. Subsequently, in the quantitative phase, a 40 item questionnaire was developed based on these components and indicators. The validity of the questionnaire was examined through face, content, and construct validity, and its reliability was assessed using Cronbach’s alpha coefficient. Findings: Following the implementation of the qualitative and quantitative phases, a three level conceptual model including indicators, components, and dimensions was formed, and the thematic analysis network of classroom management was developed. In the qualitative phase, data were analyzed through three stages of open coding, axial coding, and selective coding. In the quantitative phase, a 40 item questionnaire based on four main criteria and using a five point Likert scale was developed, and its face, content, and construct validity as well as its reliability using Cronbach’s alpha were examined and confirmed. Conclusion: The qualitative analysis resulted in the development of a three-tiered conceptual model comprising dimensions, components, and indicators. In the quantitative phase, statistical analyses confirmed the model’s adequacy as well as the acceptable validity and reliability of the questionnaire. The findings suggest that the developed instrument possesses sufficient scientific validity, making it a viable tool for future research aimed at assessing and evaluating teachers’ classroom management components based on the teachings of the Quran and the Nahj al-Balagha.