Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions

Abstract

The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.