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Sustaining positive classroom culture through teacher development
Imaha, Enobong
Imaha, Enobong
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Authors
Editors
Date
2024
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Nigeria
Abstract
Context: The research is set within the Pegasus School in Nigeria, known for its commitment to excellence, diversity, and inclusion. The school operates under both British and Nigerian curricula and has significantly adapted to changes brought on by the COVID-19 pandemic. It aims to enhance its educational offering through teacher development and continuous professional development (CPD) initiatives, particularly focusing on sustaining a positive classroom culture.
Aims: The study investigates strategies to maintain a positive classroom culture, addressing factors that lead to deviations from established norms. It emphasizes the role of teacher development and aims to identify both teachers' and students' perceptions regarding classroom behavior deviations, as well as the CPD needs required to facilitate a supportive learning environment.
Methods: A mixed-method approach was employed, utilizing focus groups, questionnaires, and self-reflection journals. The research involved 15 teachers and 39 Grade 4 students, ensuring diversity within the sample through intentional selection based on gender and experience. Data collection emphasized systematic procedures, including verbal and written consent from participants and piloting of tools prior to full implementation.
Findings: The results indicated that 78% of teachers attributed deviations in classroom culture to external influences such as lack of parental involvement and media effects. Conversely, 90% of students reported discomfort when class rules were breached, affecting their concentration and engagement. Teachers reflected on their practices, asserting that targeted CPD had fostered better classroom management and strengthened teacher-student synergy, particularly when students actively participated in establishing class rules.
Implications: This study underscores the necessity of tailored CPD to enhance teaching effectiveness in promoting a positive classroom culture. The findings suggest that actively involving students and parents in the educational process can improve adherence to classroom norms. Additionally, the research illustrates the importance of ongoing reflection and adaptive strategies for educators facing similar challenges in different educational settings.
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Keywords (free text)
classroom culture, teacher development, professional development, student involvement, mixed-method research