Classroom Climate and its Influence on Teaching Effectiveness at Some Secondary Schools in the First Congressional District of Northern Samar

Abstract

This is a descriptive-correlational study conducted to determine the classroom climate and its influence on teaching effectiveness among selected secondary schools of the First Congressional District of Northern Samar. Specifically, it determined the classroom climate as indicated by the students in these selected secondary schools; determined the level of teaching effectiveness of secondary school teachers in the said district; noted the significant relationship between the classroom climate and teachers’ teaching effectiveness; find out the usual problems that teachers encounter in achieving a perfect classroom climate; and discover the common practices of teachers that were effective in their classrooms.  The respondents included 73 secondary school teachers and 365 students who were chosen using the simple random sampling technique. The statistical tools used were frequency counts, percentage mean and Pearson- Product Moment Coefficient.  The findings of the study revealed that the students who rated their teachers indicated their classroom climate to be “highly conducive”. The teachers’ level of teaching effectiveness was “highly effective” as perceived by both the teachers and the student-respondent. Classroom climate was significantly related with the level of teaching effectiveness of the teachers. The problem mostly encountered in the classroom was the one-way communication, that is, from teacher to the students. From the 30-item questionnaire, the teachers themselves chose 18 common teaching practices in the classroom.