A Study On The Relationship Between Class Teachers Leadership Behavior And Class Climate Of Primary School

Students learn and live in classes and engage in interpersonal interactions.Classes are essential for students to grow up.The class teachers are a particular group of teachers.Class teachers are a collection of multiple roles and responsibilities that cover a wide range of details,such as subject teaching,home-school education,psychological guidance,and classroom activities.They are responsible for all students in the class and have the most direct influence on their thinking,behavior,learning,and life.The class climate is an invisible class force in almost all areas of collective class life.There is a close link between the leadership behavior of the class teacher and the class climate.Specifically,what is the relationship between the two,and which leadership behavior of the class teacher can positively influence the class climate,and thus improve it needs special attention and research.This study used questionnaires and interviews to explore the relationship between class teachers’ leadership behaviors and class climate regarding teachers’ perceptual feelings.The study focused on the following three issues:(1)The selection and revision of the leadership behavior of primary school class teachers and the class climate scale.(2)The current level of class teacher leadership behavior in primary schools,the current level of class climate,the differences between them,and the specific relationship between them.(3)Suggestions for improving class climate using class teacher leadership behavior as a gateway.This study was conducted in three main parts.Firstly,the selection and revision of the research scale.Based on the relevant literature,the class teacher leadership behavior scale and the class climate scale,which have authoritative significance,were selected from theoretical and existing findings.The questionnaires were initially revised according to students’ physical and mental conditions.On a small scale,the pre-test scale was used for the initial testing,and after item analysis and factor analysis,the final scale suitable for this study was derived.Secondly,a quantitative study of leadership behavior and class climate in primary school class teachers.Adopted the established formal scale as the research tool,the overall level and differences in leadership behavior and class climate of primary school class teachers were investigated.On the basis of descriptive statistics,analysis of differences,and other statistical analyses of data,the following research conclusions were drawn:(1)The overall level of leadership behavior of primary school class teachers is in a relatively satisfactory state,especially at the levels of classroom management,class construction,daily management,and moral education.The levels of caring for students and teaching behavior could be better.The overall level of class climate in primary schools is moderate to high.The teacher-student relationship dimension is the best,while the two dimensions of peer relationship and academic competition are relatively weak.(2)There are significant differences in the leadership behavior of class teachers across contextual variables such as the gender of the class teacher and the subject taught as perceived by the students.(3)There are significant differences in students’ perceptions of class climate and the dimensions by demographic variables such as academic achievement and grade level.(4)The relationship study shows a significant positive correlation between class teacher leadership behavior and class climate.PM-type leads to the best class climate,followed by M-type and P-type.pm-type class teachers whose leadership behavior does not value job performance and interpersonal relationship maintenance.So it leads to the worst class climate.Class teacher leadership behavior has a positive predictive effect on class climate.Thirdly,the following suggestions were made through interviews with four class teachers and eleven students on how to improve class teacher leadership behavior and class climate:(1)Strengthen daily management.(2)Implement moral education through multiple channels.(3)Improve teaching behavior.(4)Improve the effectiveness of classroom management.(5)Establish a "people-oriented" view of students.(6)Pay attention to class collective construction.