El clima escolar en el contexto de las relaciones entre profesores y alumnos: Inclusión opiniones de alumnos y profesores

Abstract

The aim of the current study was to identify mainstreamed students’ and their teachers’ views on school climate within the context of the teacher-student relationship. Criterion sampling, one of the purposeful sampling methods, was used to select the participants of this research, which was designed as a case study. Ten elementary school students with learning difficulties who could express themselves participated in the research, along with their teachers. The data were collected via a semi-structured interview form developed by the researchers and analyzed through inductive content analysis. The data obtained from the interviews were examined under two themes: the teacher-student relationship and its reflection on the learning environment. It was found that both teachers and mainstreamed students provided positive explanations about the teacher-student relationship. Attachment was considered a vital factor, and a positive school climate was underlined. In creating a school climate, the mutual relationship between teacher and student affects the sense of belonging, classroom management, and school commitment.