High quality teaching-learning practices and classroom climate of teachers

Abstract

This study determined which domain of high quality teaching-learning practices best influences classroom climate. The respondents were the 266 teachers of Maragusan District, Division of Compostela Valley for School Year-2016-2017. The study was a quantitative non-experimental design using the correlational technique. A modified questionnaire was used in gathering the data. Mean was used to determine the level of high quality teaching-learning practices and the classroom climate of teachers. To determine the significant relationship between the level of high quality teaching-learning practices and classroom climate of teachers, Person-r was employed while Regression was applied to determine the significant influence of high quality teaching-learning practices and classroom climate of teachers. Results showed that the overall level of high quality teaching-learning practices was very high. The overall level of classroom climate indicators was also very high. Furthermore, there was a significant relationship between high quality teaching-learning practices and classroom climate. Finally, using assessment for student learning and having clear evidences that students are learning were the domains that significantly influenced the classroom climate in their singular capacities, but the domain that best influences classroom climate of teachers is using assessment for student learning. Keywords: educational management, high quality teaching-learning practices, classroom climate, teachers, Philippines.