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Learning Environments Research

, Volume 22, Issue 1, pp 101–116 | Cite as

Classroom disruptions, the teacher–student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach

  • Marion ScherzingerEmail author
  • Alexander Wettstein
Original Paper

Abstract

This study used questionnaires and systematic behavioural observations to examine how teachers, students and external observers perceived classroom disruptions, the teacher–student relationship and classroom management in grade 5 and 6 classrooms in Switzerland. The questionnaire showed that the students of a class agreed to a certain extent in their ratings of classroom disruptions, the teacher–student relationship and classroom management. Comparison of teachers’ and students’ ratings showed that agreement on these constructs varied. We found weak to moderate agreement on classroom disruptions, a weak correspondence for the teacher–student relationship, and no association on classroom management. The results of the behavioural observation showed a moderate agreement between external observers’ and students’ ratings, but no association between external observers’ and class teachers’ ratings and only a weak correspondence with the subject teacher ratings. Thus external observers’ low-inference observations corresponded far better with students’ than teachers’ ratings. To sum up, students, teachers and observers perceive classroom processes differently.

Keywords

Classroom disruptions Classroom management Classroom observation techniques Ratings Student and teacher perceptions Teacher–student relationship 

Notes

Acknowledgements

This study is part of our research project entitled The Perception of Social Interactions: How do Teachers and Students Perceive Nonaggressive and Aggressive Disruptions in the Classroom? (Project No. 13 w 001 01 of the Institute for Research at PHBern – University of Teacher Education). We would like to thank Professor Erich Ramseier at PHBern – University of Teacher Education for the helpful support in data analysis.

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Copyright information

© Springer Nature B.V. 2018

Authors and Affiliations

  1. 1.PHBern – University of Teacher EducationBernSwitzerland

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