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CLASSROOM CLIMATE AND ITS IMPORTANCE IN THE TEACHER-PUPIL RELATIONSHIP

S. Petrik

First published: 2019https://doi.org/10.5593/SWS.ISCSS.2019.4/S13.010View metrics

Abstract

With the changing socio-economic conditions in the 21st century schools and teachers as the organizers of the educational process should perform new tasks. Teachers' didactic activities alone are not sufficient in current conditions of the educational process. Teachers are faced with a new challenge, i.e. the need to create positive social climate in the classroom. In the contribution we describe optimal interpersonal relationships among teachers and school leaders, among the teaching staff, but also between teachers and students significantly affect the climate and hence the effectiveness and results of the educational process. Adequate development of the student's personality as the main aim of the educational process is only possible in a classroom characterized by positive interpersonal relationships between teachers and students but also between students themselves. Teachers' task is to reach this objective and to dedicate all of their efforts to create positive and safe climate in the classroom. Classroom climate is a qualitative indicator that not only helps to express the quality of the environment and material and technical equipment of the school, but also to determine the quality of interpersonal relationships within the school. Classroom dominated by positive climate is a prerequisite of a successful and effective educational process. Pupils feel good only in a classroom dominated by positive climate, where they can express their opinions and are encouraged to be active and creative, and this ultimately results in a full development of their personality. Teacher plays an important role in the shaping of the climate in the classroom and helps to determine the success of the educational process. While shaping the climate, the teacher affects the students by employing individual educational and management style greatly influenced by his/her personality and personality traits, authority being a part of them. Our research focused on primary school pupils who assessed the climate in classroom, where he was an authoritative teacher. We distributed Classroom Environment Scale (CES) to pupils and based on the analysis of the obtained data, we found that the classroom which lead by authoritative teacher was characterized by a positive climate was it important in the teacher-pupil relationship.

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Publication details

Title
CLASSROOM CLIMATE AND ITS IMPORTANCE IN THE TEACHER-PUPIL RELATIONSHIP
Authors
S. Petrik
Proceedings
6th SWS International Scientific Conference on Social Sciences ISCSS 2019
Publisher
STEF92 Technology
Year
2019
Pages
77-84
SWS Citekey
Petrik2019137784
ISSN
2682-9959
ISBN
978-619-7408-94-2
Language
en
Publication type
Proceedings Paper
Keywords
classroompositive classroom climatepupilsteacher-pupil relationshipauthoritative teacher
References9

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