Relationship between teacher attitudes and learners' perceptions of classroom learning environment in Bhutanese schools

This study investigated the relationship between teacher attitudes and the learners' perceptions of the classroom learning environment. The abridged Minnesota Teacher Attitude Inventory (MTAI-60) was used to assess the teacher's attitude, while the My Class Inventory (MCI) was used to assess learners' perceptions of their classroom environment. The study sample consisted of 1018 students in 31 grade seven classes and 31 teachers teaching them in 17 junior high schools in Bhutan. Pearson correlation and multiple regression analyses were used to explore relationships between the variables. Teacher attitudes implying greater learner freedom were found to be positively correlated with learner perceptions of cohesiveness while teacher attitudes reflecting respect for students' interests showed positive correlation with perceptions of satisfaction. Attitudes reflecting disrespect for students' natural behaviour and thinking were associated with student perceptions of friction in the classroom; while strict and coercive teacher attitudes were associated with an increase in perceptions of competitiveness. Students perceived difficulty when teacher attitudes reflected greater student freedom and self-direction. Teacher attitude factors predicted variances in learners' perceptions of their classroom learning environment even though the variances explained were small. The results of the study are presented and discussed in the light of their implications for teaching and teacher education.