Background and Objective: Academic procrastination is one of the common phenomena among students that can affect classroom management in different ways.. This study aimed to investigate the relationship between classroom management and academic procrastination in graduate students at University of Sistan and Baluchistan.

Materials and Methods: This study is   descriptive-correlational (regression). The study population was all graduate students of the University of Sistan and Baluchestan in the first half of the academic year 2015-2016. By using stratified convenience sampling method, 328 students were selected and studied through applying two questionnaires of class management that were made by researchers and Savari’s academic procrastination questionnaire. To analyze the data, Pearson correlation coefficient, simultaneous multiple regression analysis, and SPSS₂₁ software were used.

Results: Mean scores were as follows:  designing and organizing (3.49±0.452), leadership (3.58±0.422), monitoring and control (3.42±0.48), evaluation (2.92±0.708), classroom management (3.35±0.346), academic procrastination (2.05±1.169). Correlation coefficients of designing and organizing, leadership, monitoring and control, evaluation, classroom management with academic procrastination were -0.3,-0.391,-0.414,-0.544 and -0.637 (p<0.01) respectively. Based on the results of regression analysis, class management components showed 41.5 of the variance of academic procrastination (p<0.01).

Conclusion The faculty can effectively and efficiently manage their classroom by improving designing and organizing, leadership, monitoring and control, and evaluation skills. This may result in reduction of students' academic procrastination.

Keywords: Classroom management, Designing and organizing, Leadership, Monitoring and control, Evaluation, Academic procrastination.