Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study

Year 2023, , 151 - 165, 24.03.2023

Özge Ceren Çelik , Melek Gülşah Şahin

https://doi.org/10.24331/ijere.1189894

Cited By: 1

Abstract

The purpose of this study is to determine perspectives of teachers about classroom climate by investigating teachers' descriptions of a positive classroom climate, their practices towards a positive classroom climate, the challenges they encounter in creating a positive classroom climate, and their suggestions for a positive classroom climate. The research adopted a case study design. The study group consisted of 45 teachers and the data was collected via a questionnaire form which was composed of four open-ended questions. Based on the content analysis, sub-categories and categories were identified for each sub-problem and frequencies were reported. Findings showed that teachers regarded classroom climate as a multidimensional construct and their descriptions of a positive classroom climate included a wide range of interrelated in-class and out-class variables. It was also determined that teachers substantially focused on the instructional practices in order to enhance the classroom climate. The most frequency encountered challenge was related to students’ disinterest that was followed by uninvolved parenting. For a better classroom climate, teachers suggested improvements in terms of all stakeholders, instructional practices, social, emotional and physical environment and rules. Findings were discussed based on previous research and suggestions were offered for further studies.

Keywords

Classroom climate, learning, teacher training

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