Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study

Özge Ceren Çelik; Melek Gülşah Şahin

doi:10.24331/ijere.1189894

EN

Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study

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

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

Özge Ceren Çelik ^*
0000-0003-3280-0654
Türkiye

Melek Gülşah Şahin
0000-0001-5139-9777
Türkiye

Yayımlanma Tarihi

24 Mart 2023

Gönderilme Tarihi

16 Ekim 2022

Kabul Tarihi

2 Ocak 2023

Yayımlandığı Sayı

Yıl 2023 Cilt: 8 Sayı: 2

DOI

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

IZ

https://izlik.org/JA24LJ96ZP

APA

Çelik, Ö. C., & Şahin, M. G. (2023). Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study. International Journal of Educational Research Review, 8(2), 151-165. https://doi.org/10.24331/ijere.1189894

AMA

1.Çelik ÖC, Şahin MG. Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study. IJERE. 2023;8(2):151-165. doi:10.24331/ijere.1189894

Chicago

Çelik, Özge Ceren, ve Melek Gülşah Şahin. 2023. “Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study”. International Journal of Educational Research Review 8 (2): 151-65. https://doi.org/10.24331/ijere.1189894.

EndNote

Çelik ÖC, Şahin MG (01 Mart 2023) Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study. International Journal of Educational Research Review 8 2 151–165.

IEEE

[1]Ö. C. Çelik ve M. G. Şahin, “Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study”, IJERE, c. 8, sy 2, ss. 151–165, Mar. 2023, doi: 10.24331/ijere.1189894.

ISNAD

Çelik, Özge Ceren - Şahin, Melek Gülşah. “Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study”. International Journal of Educational Research Review 8/2 (01 Mart 2023): 151-165. https://doi.org/10.24331/ijere.1189894.

JAMA

1.Çelik ÖC, Şahin MG. Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study. IJERE. 2023;8:151–165.

MLA

Çelik, Özge Ceren, ve Melek Gülşah Şahin. “Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study”. International Journal of Educational Research Review, c. 8, sy 2, Mart 2023, ss. 151-65, doi:10.24331/ijere.1189894.

Vancouver

1.Özge Ceren Çelik, Melek Gülşah Şahin. Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study. IJERE. 01 Mart 2023;8(2):151-65. doi:10.24331/ijere.1189894

Cited By

The interplay of teachers' positive beliefs and practices: an exploratory study through the lens of positive psychology

Qualitative Research Journal

https://doi.org/10.1108/QRJ-07-2024-0160

The International Journal of Educational Research Review (ISSN: 2458-9322) is an international, peer-reviewed journal publishing high-quality research across diverse areas of education. The journal employs a rigorous double-blind peer review process, including initial editorial screening and evaluation by expert reviewers and the editorial board, to ensure academic rigor and integrity.

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Öz

Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study

Abstract

Keywords

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

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Cited By

The interplay of teachers' positive beliefs and practices: an exploratory study through the lens of positive psychology