Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study

Volume 8 Issue 2 (March 2023)
Özge Ceren Çelik Melek Gülşah Şahin
Pages: 151-165 Download Count : 647 View Count: 794 DOI Number 10.24331/ijere.1189894 Facebook Share on Google+ Save to Zotero Save to Mendeley


This study aimed to determine teachers’ perspectives 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 the basic qualitative research design. The study group consisted of 45 teachers, and the data was collected via a questionnaire form 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 instructional practices to enhance the classroom climate. The most frequently encountered challenge was related to students’ disinterest, followed by uninvolved parenting. For a better classroom climate, teachers suggested improvements regarding all stakeholders, instructional practices, social, emotional, and physical environment, and rules. Findings are discussed based on previous research, and suggestions are offered for further studies.


  • Classroom climate
  • learning
  • teacher’s perspectives
  • learning environment
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