Introduction: Considering the valuable role of physical education in ensuring the collective and mental health and well-being of the community, a review of the programs and methods of managing physical education classes in schools seems necessary. In this regard, the present study was conducted with the aim of investigating the effect of mindfulness on the classroom management style of physical education teachers in East Azerbaijan Province with the mediating role of academic optimism.
Methods: This study is of an applied type and structural equation modeling. The statistical population is all physical education experts and physical education teachers in East Azerbaijan Province, who were selected by cluster-random sampling method, 177 women and 182 men. The data collection tools were personal information, teachers' mindfulness, teachers' academic optimism and classroom management style questionnaires. In order to analyze the data using descriptive statistical methods, Kolmogorov-Smirnov, structural equation modeling and Sobel were performed in SPSS23 and SmartPLS3.1.1 software at a significance level of 0.05.
Results: Teachers' mindfulness (p=0.002) and academic optimism (p=0.001) have a significant effect on their classroom management style. Also, teachers' mindfulness has a significant effect on teachers' academic optimism (p=0.001) and academic optimism plays a mediating role in the effect of mindfulness on physical education teachers' classroom management style (p=0.001).
Conclusion: As long as physical education teachers have appropriate academic emphasis for their students and have awareness of the environment and appropriate flexibility, classroom management will improve in all aspects, including people management, behavior and interaction management, education management, and facilities management.