Exploring Teachers' Perceptions of the Psychosocial Learning Environment in the Mathematics Classrooms
DOI:
https://doi.org/10.55737/rl.v5i1.26163Keywords:
Psychosocial Learning Environment, Mathematics Education, Teachers’ Perceptions, Classroom Climate, Gender Differences, Secondary EducationAbstract
The research investigated the perceptions of mathematics teachers in secondary schools on the use of psychosocial learning environment in classroom settings, and gender differences. A quantitative descriptive-comparative research design was used, and 120 teachers (60 boys, 60 girls) in the District Gujranwala public schools were interviewed in one of the adapted versions of the WIHIC (What Is Happening in This Class?) questionnaire. Findings revealed that the teachers tend to believe that their classrooms are supportive, collaborative, equitable, and well-structured with Equity, Student Cohesiveness and Task Orientation rated highest. Gender-wise, the analysis showed that female teachers tended to depict much the same situation than male teachers, with the difference existing in the majority of dimensions, such as Student Cohesiveness, Teacher Support, Involvement, Cooperation, and Equity, and the difference in Task Orientation did not have significance. The results show that it is crucial to encourage equitable, cooperative, and task-oriented learning settings to facilitate student engagement and effective teaching of mathematics. Teacher professional development, mentoring and classroom climate recommendations are addressed.
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