Examination of the Socio-Emotional Climate in Lower School Classrooms Based on Teacher Perceptions

Abstract

The socio-emotional atmosphere in a given classroom encompasses the quality of social and emotional relationships. This study presents an analysis of this phenomenon based on interviews conducted with 53 primary school teachers from first and second grades. The qualitative investigation explored the social components of the classroom climate and teachers' leadership practices, as well as the impact of these factors on the socio-emotional atmosphere. According to the teachers' responses, students willingly participate in cooperative play during breaks and in the afternoons. Furthermore, cooperation among students is developing during lessons, particularly when supported by the teacher using cooperative methods. Discussion circles and ethics classes facilitate students' getting to know each other and strengthen an inclusive atmosphere. However, since homeroom classes have been removed from the curriculum for first and second grades, teachers have less time and fewer opportunities to deepen social relationships. At the same time, teachers indicate the presence of marginalized or socially disengaged children, often due to integration or language barriers. Encouraging prosocial behavior and accepting differences are primary educational goals for the majority of teachers. To manage everyday conflicts, some educators teach specific strategies and frequently intervene to resolve disputes. They employ diverse pedagogical tools to maintain attention and order. The majority of respondents assess the teacher-student relationship as trusting. Overall, it can be concluded that both the quality of social relationships and teachers' leadership practices positively influence the classroom atmosphere in the examined classes.