Exploring Relations between Pre-Service English Teachers’ Psychological and Social Well-Being and their Perceptions of Positive Classroom Environment

Year 2016, , 79 - 93, 15.09.2016

Julide İnözü Sehnaz Sahinkarakas

https://doi.org/10.32601/ejal.461020

Cited By: 3

Abstract

This paper reports on findings of a research study that sought to investigate the relationship between

classroom environment and candidate teachers’ social and psychological wellbeing. Dimensions of

psychological and social well-being models include constructs such as personal growth, positive relations

with others, and social contribution. Such constructs have impacts on teachers’ creating a positive

classroom environment, which is a predictor of students’ academic achievement. Therefore, this study

aims at exploring whether and how psychological and social well-being shape candidate teachers’

perceptions of positive classroom environment. To address the focus of this study, the data were collected

from 157 senior students at the English Language Teaching department through three questionnaires.

The questionnaires measured mainly three variables: Participants’ perceptions of positive classroom

environment and their psychological and social well-being. The relationships between these variables

were tested through Structural Equation Model (SEM) using AMOS (22.0). The results of the study

revealed some significant relationships between some of the dimensions only, which may indicate that

the participant pre-service teachers are expected to promote positive classroom environment in some

aspects, but not all. Regarding this, the study provides valuable suggestions to be included in teacher development programs.

Keywords

positive functioning; positive classroom environment; teacher well-being; psychological wellbeing; social well-being

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