Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions

• Authors: Štefan Petrík , Zlata Vašašová

Abstracts

EN

The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.

Keywords

EN

authority; interaction style; classroom climate

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2022
• Volume: 68
• Pages: 107-118

Dates

published

2022

Contributors

author

Štefan Petrík

• Jan Evangelista Purkyně University, Ústí nad Labem, Slovakia

• https://orcid.org/0000000324815741

author

Zlata Vašašová

• Matej Bel University, Banská Bystrica, Slovakia

• https://orcid.org/0000000277061384

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Identifiers

DOI

10.15804/tner.22.68.2.08

Biblioteka Nauki

2057067