Authors : Sheryl Joy E. Asumbrado

Volume/Issue : Volume 9 - 2024, Issue 9 - September

Google Scholar : https://tinyurl.com/yp49zv2m

Scribd : https://tinyurl.com/yfzx4vpm

DOI : https://doi.org/10.38124/ijisrt/IJISRT24SEP820

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored strategies used by kindergarten teachers to create a positive learning environment in the classroom. Teacher narratives provided insight into both effective strategies and challenges faced in establishing a positive environment. Eight kindergarten teachers from Compostela East District in Davao de Oro province participated in the study. Data collection involved in-depth interviews with participants via virtual conference and limited face-to-face meetings, while strictly following health and safety protocols. Thematic analysis revealed the following key strategies employed by teachers: Positive student-teacher relationships and positive reinforcement. Regarding challenges faced, themes that emerged included: Disruptive Behavior and Overcrowded classroom. Insights gained from analyzing strategies and challenges suggested building strong parent-teacher partnerships and allocating additional funding for schools. From the outset, this study aimed to provide useful perspectives of kindergarten teachers working to create a positive learning environment in the classroom. The new knowledge derived here has implications for enhancing education quality in schools.

Keywords : Positive Learning Environment, Classroom Management, Kindergarten.

References :

1. Alase, A. (2017) The Interpretative Phenomenological Analysis (IPA): A Guide to a Good Qualitative Research Approach. International Journal of Education & Literacy Studies. URL: http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.9
2. Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The schools teachers leave: Teacher mobility in Chicago public schools. Consortium on Chicago School Research, 1-43.
3. Almog, O., & Shechtman, Z. (2007). Teachers’ democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs. European Journal of Special Needs Education, 22(2), 115–129. https://doi.org/10.1080/08856250701267774
4. Buhl,N. (2010) A Phenomenological Study of the Attitudes and Perceptions of Middle School Students Towards the Character, Advocacy, Remediation, Enrichment, and School Spirit (CARES) Program. https://core.ac.uk/download/pdf/58820049.pdf
5. Chavez, S. (2023). The Impact of Overcrowded Classrooms on Learning and Student Engagement. https://www.evolve-ca.org/intern-blog/how-overcrowding-harms-students-and-teachers-b3cdd
6. Clanbeat Education (2021). Stronger Parent-Teacher Partnership. https://clanbeat.com/stronger-parent-teacher-partnership/
7. Coristine, S., Russo, S., Fitzmorris, R., Beninato, P., & Rivolta, G. (2022). The importance of student-teacher relationships. Classroom Practice in 2022. Retrieved from https://ecampusontario. .pressbooks.pub/educ5202/chapter/the-importance-ofstudent-teacher-relationships/.
8. Granero-Gallegos A, Gómez-López M, Baena-Extremera A, Martínez-Molina M. (2019). Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education. Int J Environ Res Public Health. 2019 Dec 23;17(1):114. doi: 10.3390/ijerph17010114. PMID: 31877911; PMCID: PMC6981634
9. Hawthorne, H. (2022) How to Create a Positive Learning Environment. https://www.highspeedtraining.co.uk/hub/how-to-create-a-positive-learning-environment/
10. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research based strategies for every teacher. Virginia: ASCD.
11. Palinkas, L.A., et al. (2015) Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42, 533-544. https://doi.org/10.1007/s10488-013-0528-y
12. Patton M (2002). Qualitative Research and Evaluation Methods. 3rd Sage Publications; Thousand Oaks, CA.
13. Rimm-Kaufman, S. and Sandilos, L. (2023). Improving Students' Relationships with Teachers to Provide Essential Supports for Learning. https://www.apa.org/education -career/k12/relationships
14. Sandilos, L. E., Rimm, K. S. E., & Cohen, J. J. (2017). Warmth and demand: The relation between students’ perceptions of the classroom environment and achievement growth. Child Development, 88, 1321–1337. doi:10.1111/cdev.12685.
15. Verma, G. (2019) The Importance of a Positive Learning Environment. https://www.linkedin.com/pulse/importance-positive-learning-environment-geeta-verma
16. Wangdi, T. & Namgyel, S. (2022). Classroom to Reduce Student Disruptive Behavior: An Action Research. https://mextesol.net/journal/index.php? page=journal&id_article=46323
17. Williams, C. (2021). Classroom Management: Positive Reinforcement. https://www.studentachievementsolutions.com/classroom-management-positive-reinforcement/
18. Yussif (2022) Positive Classroom Environment: Why is it Important? https://classroommanagementexpert.com/blog/positive-classroom-environment-why-is-it-important.