Presenting a Model of Participatory Classroom Climate Based on Structural and Behavioral Variables
Keywords:
Classroom climate, participatory climate, structural variables, behavioral variablesAbstract
The purpose of this study was to develop a model of participatory classroom climate grounded in structural and behavioral variables. This applied research employed a descriptive–survey design with qualitative data. The statistical population included school administrators, educational planners, and university faculty in curriculum planning, educational management, and educational sciences. Participants were selected through purposive sampling based on theoretical saturation. Semi-structured interviews were conducted and analyzed using theoretical coding (open, axial, and selective coding). Research validity was ensured through participant review, data triangulation, and peer debriefing, while reliability was assessed via inter-coder agreement (78%), exceeding the acceptable threshold. The results identified five structural variables—school infrastructure, technology, curriculum, organizational structure, and classroom management—and eight behavioral variables—student participation, student motivation, learning environment, student learning, interactions, teacher enthusiasm, student engagement, and students’ communication skills. The integration of these factors was found to foster a collaborative, interactive, and motivating learning environment that enhances academic performance and classroom satisfaction. The study highlights the importance of both structural and behavioral factors in shaping a participatory classroom climate. Effective infrastructure and instructional design, combined with motivational and interpersonal variables, can substantially improve student engagement and teaching effectiveness. The proposed model serves as a practical framework for educators and policymakers to enhance classroom participation and learning quality.
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