The teacher's interactional style and the social climate of the classroom for older

Abstract

The aim of the paper was to find out the knowledge about the relationship between the teacher's interaction style and the social climate in the classes of older students. The research was carried out in geography lessons and was attended by pupils of older school age, more precisely pupils from the seventh grade with numeracy (n=19) and from the eighth grade (n=13) from the private elementary school of Baikalska with general intellectual gifts. To collect research data, we used standardized Questionnaire on Teacher interaction (QTI) questionnaires, we investigated the teacher's interaction style and the Classroom Environment Scale (CES) the social climate of the classroom. We found statistically significant relationships at the level of 5% statistical significance among students in the eighth grade. We recorded a 5% statistical significance between the dimension "reprimanding" and the variable "clarity of rules" and a 1% statistical significance between the dimension "strict" and the variable "teacher's help to students". Seventh grade students reached the 5% level of statistical significance between the dimensions "dissatisfied" and the variable "clarity of rules" and also between the dimension "reprimanding" and the variable "clarity of rules". The remaining relationships between dimensions and variables were statistically insignificant.