A Correlational Study of Teachers' and Learners' Perspectives on the Classroom Environment
DOI:
https://doi.org/10.65339/ijsair.V2.I2.366Keywords:
Behavior Management, Classroom Environment, Correlational Study, Instructional Time Management, Learner Perspective, Physical Environment, Teacher Effectiveness, Teacher PerspectiveAbstract
This study determined the relationship between teachers’ and learners’ perspectives on the classroom environment at Dimasalang National High School during the school year 2024–2025. Anchored on constructivist theory, self-determination theory, Bronfenbrenner’s ecological systems theory, and related learning perspectives, the study examined classroom environment in terms of physical environment, instructional time management, behavior management, teacher effectiveness, and overall classroom environment. A correlational research design was used. Data were gathered from 80 respondents composed of 40 junior high school teachers and 40 junior high school students through a questionnaire and rating scale. The data were analyzed using weighted mean and Pearson correlation coefficient. Results showed that teachers strongly agreed that the classroom environment was relevant to learning, with the highest rating given to instructional time management. Learners also strongly agreed, with the highest rating given to teacher effectiveness. Correlational findings revealed significant positive relationships in instructional time management, behavior management, and teacher effectiveness, but not in physical environment and overall classroom environment. The study concluded that teachers and learners shared similar perceptions in several instructional and relational areas, although their views were not fully aligned across all dimensions. The study recommends strengthening seating arrangements, instructional methods, technology use, routines, behavior management, teacher-student rapport, feedback mechanisms, and learner participation in classroom improvement. The study supports SDG 4, SDG 3, SDG 16, and SDG 17 by promoting quality education, student well-being, inclusive school improvement, and stakeholder collaboration. Its sustainability impact lies in supporting educational, institutional, and social sustainability through more responsive and learner-centered classroom practices.
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