Research Article
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Year 2023, Volume: 8 Issue: 2, 151 - 165, 24.03.2023
https://doi.org/10.24331/ijere.1189894

Abstract

References

  • Adamski, A., Fraser, B. J., & Peiro, M. (2013). Parental involvement in schooling, classroom environment and student outcomes. Learning Environments Research, 16(3), 315-328. https://doi.org/10.1007/s10984-012-9121-7
  • Allen, D., & Fraser, B. J. (2007). Parent and student perceptions of classroom learning environment and its association with student outcomes. Learning Environments Research, 10, 67-82. https://doi.org/10.1007/s10984-007-9018-z
  • Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey Bass.
  • Anderson, G. J. (1970). Effects of classroom social climate on individual learning. American Educational Research Journal, 7(2), 135-152. https://doi.org/10.3102/00028312007002135
  • Arısoy, N. (2007). Examining 8th grade students’ perception of learning environment of science classrooms in relation to motivational beliefs and attitudes. (Unpublished master’s thesis). Middle East Technical University, Ankara, Turkey.
  • Argon, T., & Kıyıcı, C. (2012). Teacher views in primary schools about parental participation in education. Dicle University, Journal of Ziya Gökalp Faculty of Education 19, 80-95.
  • Barksdale, C., Peters, M. L., & Corrales, A. (2021). Middle school students’ perceptions of classroom climate and its relationship to achievement. Educational Studies, 47(1), 84-107. https://doi.org/10.1080/03055698.2019.1664411
  • Baştepe, İ. (2018). The effect of classroom climate on the educational successes of students. Atatürk University Journal of Social Sciences, 12(48), 81-90.
  • Bell, L., & Schniedewind, N. (1987). Reflective minds, intentional hearts: Joining humanistic education and critical theory. Journal of Education, 169(2), 55-77. https://doi.org/10.1177/002205748716900205
  • Bozan, S., & Ekinci, A. (2020). Evaluation of teachers' views on problems in classroom management in their early years. Kastamonu Education Journal, 28(1), 137-153. https://doi.org/10.24106/kefdergi.3480
  • Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46, 367-391. https://doi.org/10.1016/j.jsp.2007.06.009
  • Canpolat, A. , Kazak, Ç. Z., & Özşaker, M. (2012). Beden eğitimi dersinde problem çözme becerisi ve sınıf iklimi: İkinci kademe ilköğretim öğrencileri üzerine bir çalışma. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 10(3), 89-94. https://doi.org/10.1501/Sporm_0000000224
  • Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2009). Attributions for and consequences of student misbehavior. Physical Education and Sport Pedagogy, 14(2), 155-167. https://doi.org/10.1080/17408980701712148
  • Çengel-Schoville, M., Yılmaz Özelçi, S., & Totan, T. (2021). Student perception of Classroom Climate Scale: Adaptation and validation to Turkish. Research on Education and Psychology (REP), 5(2), 204- 222. https://doi.org/10.54535/rep.1005702
  • DeVries, R. (1997). Piaget’s social theory. Educational Researcher, 26(2), 4-17. https://doi.org/10.2307/1176032
  • Dorman, J. P. (2001). Associations between classroom environment and academic efficacy. Learning Environments Research, 4, 243-257. https://doi.org/10.1023/A:1014490922622
  • Dorman, J. P. (2008). Determinants of classroom environment in Queensland secondary schools: A multilevel reanalysis. Educational Research and Evaluation 14, 429-44. https://doi.org/10.1080/13803610802337640
  • Dorman, J. P., Aldridge, J. M., & Fraser, B. J. (2006). Using students' assessment of classroom environment to develop a typology of secondary school classrooms. International Education Journal, 7(7), 906-915.
  • Ekici, E. (2018). Examining the competences of instructors working in Turkish education centers to provide a positive classroom climate. (Unpublished master’s thesis). Ahi Evran University, Kırşehir, Turkey.
  • Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Teachers’ and school administrators’ views of parent involvement in education process. Educational Administration: Theory and Practice, 16(3), 399-431.
  • Ertuğrul, G. (2017). The opinions of Turkish teacher candidates regarding the competences of instructors in providing positive classroom atmosphere. (Unpublished master’s thesis). Ahi Evran University, Kırşehir, Turkey.
  • Fisher, D. L., & Fraser, B. J. (1981). Validity and use of My Class Inventory. Science Education, 65, 145-156. https://doi.org/10.1002/sce.3730650206
  • Fisher, D. L., & Fraser, B. J. (1983). A comparison of actual and preferred classroom environments as perceived by science teachers and students. Journal of Research in Science Teaching, 20, 55–61. https://doi.org/10.1002/tea.3660200106
  • Fisher, D. L., Fraser, B. J., & Rickards, T. W. (1997, April). Gender and cultural differences in teacher-student interpersonal behavior. Paper presented at the annual meeting of the American Education Research Association, Chicago.
  • Fraser, B. J. (1998). Classroom environment instruments: Development, validity, and applications. Learning Environments Research 1, 7-33. https://doi.org/10.1023/A:1009932514731
  • Fraser, B. J. (2001). Twenty thousand hours: Editor’s introduction. Learning Environments Research, 4, 1-5. https://doi.org/10.1023/A:1011406709483
  • Fraser, B. J. (2012a). Classroom environment. London: Croom Helm.
  • Fraser, B. J. (2012b). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin & C. J. Mc Robbie (Eds.), Second international handbook of science education, (pp. 1191–1239). Dordrecht: Springer.
  • Fraser, B. J., & Fisher, D. L. (1986). Using short forms of classroom climate instruments to assess and improve classroom psychosocial environment. Journal of Research in Science Teaching, 5, 387–413. https://doi.org/10.1002/tea.3660230503
  • Freiberg, H. J., & Stein, T. A. (1999). Measuring, improving and sustaining healthy learning environments. In H. J. Freiberg (Ed.), School climate: Measuring, improving and sustaining healthy learning environments. London: Falmer Press.
  • Frisby, B. N., & Martin, M. M. (2010). Instructor-student and student student rapport in the classroom. Communication Education, 59(2), 146-164. https://doi.org/10.1080/03634520903564362
  • Gabryś-Barker, D. (2016). Caring and sharing in the foreign language class: on a positive classroom climate. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching. Second language learning and teaching (pp. 155-174). Switzerland: Springer. https://doi.org/10.1007/978-3-319-32954-3_9
  • Gillen, A., Wright, A., & Spink, L. (2011). Student perceptions of a positive climate for learning: A case study. Educational Psychology in Practice, 27(1), 65-82. https://doi.org/10.1080/03055698.2019.1664411
  • Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education 30(4), 385–403. https://doi.org/10.1007/s10212-015-0250-0
  • Hamachek, D. E. (1985, August). Humanistic-cognitive applications to teaching and learning: Theoretical-philosophical bases. Paper presented at the American Psychological Association Annual Meeting, Los Angeles, CA.
  • Han, F., & Demirtaş, H. (2021). Zorbalığa maruz kalmanın sınıf iklimine ve okula yabancılaşmaya etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(3), 2297-2322. https://doi.org/10.17679/inuefd.987106
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  • Karşı, F. (2012). The relationship between high school students’ perceptions of classroom athmosphere and their academic achievement. (Unpublished master’s thesis). Dokuz Eylül University, İzmir, Turkey.
  • Keser, F., Akar, H., & Yıldırım, A. (2011). The role of extracurricular activities in active citizenship education. Journal of Curriculum Studies, 43(6), 809-837. https://doi.org/10.1080/00220272.2011.591433
  • Kızılhan, P. (2016). Sınıf atmosferinin ilköğretim öğrencilerinin başarısına etkisini inceleme. MANAS Sosyal Araştırmalar Dergisi, 5(3), 37-57.
  • Kulinna, P. H. (2007-2008). Teachers’ attributions and strategies for student misbehavior. Journal of Classroom Interaction, 42, 21-30.
  • Liu, L., & Fraser, B. J. (2013). Development and validation of an English classroom learning environment inventory and its application in China. In M.S. Khine, (Ed.), Application of structural equation modeling in educational research and practice (pp. 75-89). Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6209-332-4_4
  • MacLeod, C., & Fraser, B. J. (2010). Development, validation, and application of a modified Arabic translation of the What Is Happening in this Class? (WIHIC) questionnaire. Learning Environment Research, 13, 105–125. https://doi.org/10.1007/s10984-008-9052-5
  • Macsuga-Gage, A. S., Simonsen, B., & Briere, D. E. (2012). Effective teaching practices that promote a positive classroom environment. Beyond Behavior, 1-11. https://doi.org/10.1177/107429561202200104
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Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study

Year 2023, Volume: 8 Issue: 2, 151 - 165, 24.03.2023
https://doi.org/10.24331/ijere.1189894

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.

References

  • Adamski, A., Fraser, B. J., & Peiro, M. (2013). Parental involvement in schooling, classroom environment and student outcomes. Learning Environments Research, 16(3), 315-328. https://doi.org/10.1007/s10984-012-9121-7
  • Allen, D., & Fraser, B. J. (2007). Parent and student perceptions of classroom learning environment and its association with student outcomes. Learning Environments Research, 10, 67-82. https://doi.org/10.1007/s10984-007-9018-z
  • Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey Bass.
  • Anderson, G. J. (1970). Effects of classroom social climate on individual learning. American Educational Research Journal, 7(2), 135-152. https://doi.org/10.3102/00028312007002135
  • Arısoy, N. (2007). Examining 8th grade students’ perception of learning environment of science classrooms in relation to motivational beliefs and attitudes. (Unpublished master’s thesis). Middle East Technical University, Ankara, Turkey.
  • Argon, T., & Kıyıcı, C. (2012). Teacher views in primary schools about parental participation in education. Dicle University, Journal of Ziya Gökalp Faculty of Education 19, 80-95.
  • Barksdale, C., Peters, M. L., & Corrales, A. (2021). Middle school students’ perceptions of classroom climate and its relationship to achievement. Educational Studies, 47(1), 84-107. https://doi.org/10.1080/03055698.2019.1664411
  • Baştepe, İ. (2018). The effect of classroom climate on the educational successes of students. Atatürk University Journal of Social Sciences, 12(48), 81-90.
  • Bell, L., & Schniedewind, N. (1987). Reflective minds, intentional hearts: Joining humanistic education and critical theory. Journal of Education, 169(2), 55-77. https://doi.org/10.1177/002205748716900205
  • Bozan, S., & Ekinci, A. (2020). Evaluation of teachers' views on problems in classroom management in their early years. Kastamonu Education Journal, 28(1), 137-153. https://doi.org/10.24106/kefdergi.3480
  • Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46, 367-391. https://doi.org/10.1016/j.jsp.2007.06.009
  • Canpolat, A. , Kazak, Ç. Z., & Özşaker, M. (2012). Beden eğitimi dersinde problem çözme becerisi ve sınıf iklimi: İkinci kademe ilköğretim öğrencileri üzerine bir çalışma. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 10(3), 89-94. https://doi.org/10.1501/Sporm_0000000224
  • Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2009). Attributions for and consequences of student misbehavior. Physical Education and Sport Pedagogy, 14(2), 155-167. https://doi.org/10.1080/17408980701712148
  • Çengel-Schoville, M., Yılmaz Özelçi, S., & Totan, T. (2021). Student perception of Classroom Climate Scale: Adaptation and validation to Turkish. Research on Education and Psychology (REP), 5(2), 204- 222. https://doi.org/10.54535/rep.1005702
  • DeVries, R. (1997). Piaget’s social theory. Educational Researcher, 26(2), 4-17. https://doi.org/10.2307/1176032
  • Dorman, J. P. (2001). Associations between classroom environment and academic efficacy. Learning Environments Research, 4, 243-257. https://doi.org/10.1023/A:1014490922622
  • Dorman, J. P. (2008). Determinants of classroom environment in Queensland secondary schools: A multilevel reanalysis. Educational Research and Evaluation 14, 429-44. https://doi.org/10.1080/13803610802337640
  • Dorman, J. P., Aldridge, J. M., & Fraser, B. J. (2006). Using students' assessment of classroom environment to develop a typology of secondary school classrooms. International Education Journal, 7(7), 906-915.
  • Ekici, E. (2018). Examining the competences of instructors working in Turkish education centers to provide a positive classroom climate. (Unpublished master’s thesis). Ahi Evran University, Kırşehir, Turkey.
  • Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Teachers’ and school administrators’ views of parent involvement in education process. Educational Administration: Theory and Practice, 16(3), 399-431.
  • Ertuğrul, G. (2017). The opinions of Turkish teacher candidates regarding the competences of instructors in providing positive classroom atmosphere. (Unpublished master’s thesis). Ahi Evran University, Kırşehir, Turkey.
  • Fisher, D. L., & Fraser, B. J. (1981). Validity and use of My Class Inventory. Science Education, 65, 145-156. https://doi.org/10.1002/sce.3730650206
  • Fisher, D. L., & Fraser, B. J. (1983). A comparison of actual and preferred classroom environments as perceived by science teachers and students. Journal of Research in Science Teaching, 20, 55–61. https://doi.org/10.1002/tea.3660200106
  • Fisher, D. L., Fraser, B. J., & Rickards, T. W. (1997, April). Gender and cultural differences in teacher-student interpersonal behavior. Paper presented at the annual meeting of the American Education Research Association, Chicago.
  • Fraser, B. J. (1998). Classroom environment instruments: Development, validity, and applications. Learning Environments Research 1, 7-33. https://doi.org/10.1023/A:1009932514731
  • Fraser, B. J. (2001). Twenty thousand hours: Editor’s introduction. Learning Environments Research, 4, 1-5. https://doi.org/10.1023/A:1011406709483
  • Fraser, B. J. (2012a). Classroom environment. London: Croom Helm.
  • Fraser, B. J. (2012b). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin & C. J. Mc Robbie (Eds.), Second international handbook of science education, (pp. 1191–1239). Dordrecht: Springer.
  • Fraser, B. J., & Fisher, D. L. (1986). Using short forms of classroom climate instruments to assess and improve classroom psychosocial environment. Journal of Research in Science Teaching, 5, 387–413. https://doi.org/10.1002/tea.3660230503
  • Freiberg, H. J., & Stein, T. A. (1999). Measuring, improving and sustaining healthy learning environments. In H. J. Freiberg (Ed.), School climate: Measuring, improving and sustaining healthy learning environments. London: Falmer Press.
  • Frisby, B. N., & Martin, M. M. (2010). Instructor-student and student student rapport in the classroom. Communication Education, 59(2), 146-164. https://doi.org/10.1080/03634520903564362
  • Gabryś-Barker, D. (2016). Caring and sharing in the foreign language class: on a positive classroom climate. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching. Second language learning and teaching (pp. 155-174). Switzerland: Springer. https://doi.org/10.1007/978-3-319-32954-3_9
  • Gillen, A., Wright, A., & Spink, L. (2011). Student perceptions of a positive climate for learning: A case study. Educational Psychology in Practice, 27(1), 65-82. https://doi.org/10.1080/03055698.2019.1664411
  • Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education 30(4), 385–403. https://doi.org/10.1007/s10212-015-0250-0
  • Hamachek, D. E. (1985, August). Humanistic-cognitive applications to teaching and learning: Theoretical-philosophical bases. Paper presented at the American Psychological Association Annual Meeting, Los Angeles, CA.
  • Han, F., & Demirtaş, H. (2021). Zorbalığa maruz kalmanın sınıf iklimine ve okula yabancılaşmaya etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(3), 2297-2322. https://doi.org/10.17679/inuefd.987106
  • Kaya, İ. (2019). The relationship between discipline approaches of teachers and clasroom climate and students' perceptions on instructional dissent. (Unpublished doctoral dissertation). Dicle University, Diyarbakır, Turkey.
  • Kolaşınlı, I. B. (2019). Effects of preschool teacher's stress on the classroom climate. (Unpublished master’s thesis). Ege University, İzmir, Turkey.
  • Karşı, F. (2012). The relationship between high school students’ perceptions of classroom athmosphere and their academic achievement. (Unpublished master’s thesis). Dokuz Eylül University, İzmir, Turkey.
  • Keser, F., Akar, H., & Yıldırım, A. (2011). The role of extracurricular activities in active citizenship education. Journal of Curriculum Studies, 43(6), 809-837. https://doi.org/10.1080/00220272.2011.591433
  • Kızılhan, P. (2016). Sınıf atmosferinin ilköğretim öğrencilerinin başarısına etkisini inceleme. MANAS Sosyal Araştırmalar Dergisi, 5(3), 37-57.
  • Kulinna, P. H. (2007-2008). Teachers’ attributions and strategies for student misbehavior. Journal of Classroom Interaction, 42, 21-30.
  • Liu, L., & Fraser, B. J. (2013). Development and validation of an English classroom learning environment inventory and its application in China. In M.S. Khine, (Ed.), Application of structural equation modeling in educational research and practice (pp. 75-89). Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6209-332-4_4
  • MacLeod, C., & Fraser, B. J. (2010). Development, validation, and application of a modified Arabic translation of the What Is Happening in this Class? (WIHIC) questionnaire. Learning Environment Research, 13, 105–125. https://doi.org/10.1007/s10984-008-9052-5
  • Macsuga-Gage, A. S., Simonsen, B., & Briere, D. E. (2012). Effective teaching practices that promote a positive classroom environment. Beyond Behavior, 1-11. https://doi.org/10.1177/107429561202200104
  • Mahn, H. (1999). Vygotsky's methodological contribution to sociocultural theory. Remedial and Special Education, 20(6), 341–350. https://doi.org/10.1177/074193259902000607
  • Maor, D. (2000). A teacher development program on using a constructivist multimedia learning environment. Learning Environment Research, 2, 307-330. https://doi.org/10.1023/A:1009915305353
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). Thousand Oaks, CA: Sage.
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There are 73 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Özge Ceren Çelik 0000-0003-3280-0654

Melek Gülşah Şahin 0000-0001-5139-9777

Publication Date March 24, 2023
Published in Issue Year 2023 Volume: 8 Issue: 2

Cite

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 Çelik ÖC, Şahin MG. Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study. IJERE. March 2023;8(2):151-165. doi:10.24331/ijere.1189894
Chicago Çelik, Özge Ceren, and Melek Gülşah Şahin. “Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study”. International Journal of Educational Research Review 8, no. 2 (March 2023): 151-65. https://doi.org/10.24331/ijere.1189894.
EndNote Çelik ÖC, Şahin MG (March 1, 2023) Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study. International Journal of Educational Research Review 8 2 151–165.
IEEE Ö. C. Çelik and M. G. Şahin, “Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study”, IJERE, vol. 8, no. 2, pp. 151–165, 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 (March 2023), 151-165. https://doi.org/10.24331/ijere.1189894.
JAMA Çelik ÖC, Şahin MG. Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study. IJERE. 2023;8:151–165.
MLA Çelik, Özge Ceren and Melek Gülşah Şahin. “Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study”. International Journal of Educational Research Review, vol. 8, no. 2, 2023, pp. 151-65, doi:10.24331/ijere.1189894.
Vancouver Çelik ÖC, Şahin MG. Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study. IJERE. 2023;8(2):151-65.

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