A survey of kindergarten through 12th grade teacher perceptions of the learning environment in the mid-atlantic region of the United States

Abstract

The purpose of this study was to determine what factors Kindergarten through 12th grade teachers identify as important for creating positive learning environments. Fifty four teacher practitioners were involved in a three week study to determine attitudes toward learning environments in educational settings. The teacherresearcher administered a survey, kept notes from class discussions, made observations of an “ethos walk,” and conducted interviews to determine teachers’ perceptions of learning climates. Results from the study indicated the importance of positive learning environments for ensuring students’ academic success. Four predominate themes of teacher perceptions regarding learning climate were identified. These were caring relationships, invitational and safe environments, quality academic programs, and diversity of students and teacher populations. The study also affirmed the importance of creating safe learning environments so friendships and interpersonal relationships can flourish and the integration of academic, socio-emotional, and psychomotor development can help to promote learning.