Factors affecting the behavioral climate in elementary school classrooms.
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| Title: | Factors affecting the behavioral climate in elementary school classrooms. |
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| Authors: | Savolainen, P. (AUTHOR), Korhonen, E. (AUTHOR), Närhi, V. (AUTHOR), Kärkkäinen, S. (AUTHOR), Savolainen, H. (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Oct2026, Vol. 70 Issue 6, p1215-1229. 15p. |
| Subjects: | Classroom management, Class size, Interpersonal relations, Teaching experience, Elementary education, Self-efficacy, Classroom environment, Psychology of students |
| Abstract: | Good classroom behavioral climate (CBC) can be defined as an environment that is safe, where behavioral disruptions are rare, and which supports engagement in learning. The objective of this study was to find out what factors predict CBC. Multilevel model of data from 4674 students, 351 classrooms and 66 schools showed that CBC was better in smaller classes with lower proportion of students with attention or behavioral problems. School level factors did not have any effect. Teachers' years of experience working in the specific school and teacher self-efficacy predicted CBC whilst overall years of service did not. Social relationships between students, feelings of justice, clear behavioral expectations and teacher feedback on positive behaviors as rated by students were most important predictors of CBC. Our results suggest that evidence-based classroom management practices predict more positive CBC and are important skills for all teachers. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Good classroom behavioral climate (CBC) can be defined as an environment that is safe, where behavioral disruptions are rare, and which supports engagement in learning. The objective of this study was to find out what factors predict CBC. Multilevel model of data from 4674 students, 351 classrooms and 66 schools showed that CBC was better in smaller classes with lower proportion of students with attention or behavioral problems. School level factors did not have any effect. Teachers' years of experience working in the specific school and teacher self-efficacy predicted CBC whilst overall years of service did not. Social relationships between students, feelings of justice, clear behavioral expectations and teacher feedback on positive behaviors as rated by students were most important predictors of CBC. Our results suggest that evidence-based classroom management practices predict more positive CBC and are important skills for all teachers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2554728 |
