Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Faculty/School

Faculty of Science

First Advisor

Richard Mason

Advisor Role

Thesis Supervisor

Abstract

The purpose of this research was to explore the relationship between classroom environment, teacher and student satisfaction, and student self-concept. The general hypothesis was that different classroom environments would relate differentially to teacher and student satisfaction and to student self-concept. The subjects were 215 students from grade seven and eight classes at William G. Davis Senior Public School, and the nine core teachers who taught these students. The measures obtained from the students were: perception of classroom environment, satisfaction with dimensions of the classroom, and the self-concept scores. The measure obtained from the teachers was satisfaction with different dimensions of the classroom. Results were analysed utilizing a variety of multivariate statistics.

The results were supportive of the general hypothesis. Stepwise regression analysis revealed that a warm, organized classroom was significantly positively related to peer self-concept, family self-concept, and student satisfaction with teacher and peers. A supportive, innovative teaching style was also significantly positively related to student peer self-concept. Competition was found to relate negatively to student scholastic self-concept.

With respect to teacher satisfaction, no relationship was found between teacher satisfaction and student self-concept. However, a significant relationship was found between teacher satisfaction with students’ performance and students’ satisfaction with teacher. Competition related positively to teacher satisfaction with students’ performance and a supportive, innovative teaching style was negatively related to teacher satisfaction with him/herself as a teacher.

Significant positive relationships were also found between self-concept, happiness, and student satisfaction. Finally, gender was found to be a significant predictor of peer, scholastic, and family self-concepts, happiness, and students’ satisfaction with peers, with girls scoring significantly higher on these variables than boys.

The results were discussed in terms of their implications for existing educational theory and practice and for the creation of growth-producing environments in classrooms.

Convocation Year

1980

Convocation Season

Fall

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