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

Abstract

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.

Critical Competencies among Teachers and Principals of Primary Schools from Poland and the Czech Republic

“…By improving their competencies, they can, for example, build positive relationships with students and develop their authority, which fosters a higher level of the social climate in the classroom and school (Petrík & Vašašová, 2022). The competencies that teachers need are closely linked to the goals of education, teaching, learning, and helping them effectively achieve their goals and desired outcomes and optimise their resources and efforts in teaching and learning (Auziņa, 2018).…”