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Learning Environments Research

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06-06-2018 | Original Paper

Classroom disruptions, the teacher–student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach

Authors: Marion Scherzinger, Alexander Wettstein

Published in: Learning Environments Research | Issue 1/2019

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Abstract

This study used questionnaires and systematic behavioural observations to examine how teachers, students and external observers perceived classroom disruptions, the teacher–student relationship and classroom management in grade 5 and 6 classrooms in Switzerland. The questionnaire showed that the students of a class agreed to a certain extent in their ratings of classroom disruptions, the teacher–student relationship and classroom management. Comparison of teachers’ and students’ ratings showed that agreement on these constructs varied. We found weak to moderate agreement on classroom disruptions, a weak correspondence for the teacher–student relationship, and no association on classroom management. The results of the behavioural observation showed a moderate agreement between external observers’ and students’ ratings, but no association between external observers’ and class teachers’ ratings and only a weak correspondence with the subject teacher ratings. Thus external observers’ low-inference observations corresponded far better with students’ than teachers’ ratings. To sum up, students, teachers and observers perceive classroom processes differently.

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Title: Classroom disruptions, the teacher–student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach
Authors: Marion Scherzinger
Alexander Wettstein
Publication date: 06-06-2018
Publisher: Springer Netherlands
Published in: Learning Environments Research / Issue 1/2019
Print ISSN: 1387-1579
Electronic ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-018-9269-x

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