Tabriz University of Medical Sciences Depiction of Health 2008-9058 12 4 2021 12 22 Study of the Relationship between Classroom Management Styles and Attitudes Toward E-learning Among Teachers 345 355 10.34172/doh.2021.33 EN Mohammad Mahboubi https://orcid.org/0000-0001-9422-0714 Atefeh Zahedi https://orcid.org/0000-0002-8635-0575 Babak Rastegarimehr https://orcid.org/0000-0002-0649-780X Ali Ebrazeh https://orcid.org/0000-0001-5694-667X Sara Sayar https://orcid.org/0000-0002-0617-6758 Bagher Pahlavanzadeh https://orcid.org/0000-0002-4876-1058 Journal Article 10.34172/doh.2021.33 2021 03 06 2021 05 29 Background and Objectives The COVID-19 pandemic inevitably turned most classrooms into virtual classrooms. E-learning and classroom management style are two important factors known to affect the quality of education. This study was conducted to investigate the relationship between classroom management styles and teachers' attitudes toward e-learning in Abadan University of Medical Sciences. Material and Methods In this cross-sectional analytical study conducted in 2020, teachers of basic and clinical sciences of Abadan University of Medical Sciences were surveyed by census method. The research tools were two questionnaires: classroom management style and teachers' attitudes toward e-learning. Data analysis was performed using Wilcoxon test and regression through SPSS 21 software. Results 76 male teachers and 69 female teachers participated in the study. In the field of e-learning, the highest and lowest mean were related to multimedia education (1/57 ± 3/92) and feeling of satisfaction (1/3 ± 3/04), respectively. In the field of classroom management, education had the highest mean (3/03 ± 0/3) while human resources had the lowest mean (2/49 ± 0/34). No significant relationship was observed between attitudes toward e-learning and classroom management. Conclusion A positive attitude towards e-learning and dissatisfaction with classroom management can make the educational process difficult for both teachers and students. It is recommended to use new educational methods and strengthen the e-learning infrastructure, train and motivate teachers and avoid island management.