Classroom teachers' views on positive clasroom climate

In this study, it was aimed to obtain the opinions of classroom teachers regarding the positive classroom climate. The research was conducted using a qualitative research method and was designed in the pattern of descriptive phenomenology. In determining the sample of the research, the criterion sampling technique, which is one of the purposeful sampling methods used in qualitative research, was applied. This study was conducted with 20 classroom teachers who met the criteria and were working in public primary schools located in the central districts of Antalya province during the 2024-2025 academic year. The interviews were conducted on a voluntary basis. In the study, a semi-structured interview form consisting of 11 open-ended questions prepared by the researcher was used. Within the scope of the study, the questions were obtained through face-to-face individual interviews. The findings were grouped in a way that covered each question in the form of teacher opinions and were presented in tables. According to the findings obtained in the tables, codes and themes were created, and direct quotations from each opinion were written, and content analysis was conducted. In the study, while teachers expressed the elements that should be present in a positive classroom climate, they stated creating a sense of trust and building emotional bonds, teacher-student-parent cooperation, and the professional roles of the teacher. The findings obtained regarding the effect of the formation of a positive classroom climate on the academic success of the student revealed that student well-being is at the center. The characteristics of academically successful students were presented as students who feel comfortable, safe, and happy. Regarding the methods used in classroom management to create a positive classroom climate, determining classroom rules and teacher roles came to the forefront. The teacher's role was emphasized as valuing individual differences, acting fairly, providing motivation, and adopting a democratic approach. Regarding the effect of classroom management on creating a positive classroom climate, the importance of arranging physical conditions, planning-program activities, time management, student-student communication, student-teacher communication, and behavior regulation was emphasized. The challenges encountered in creating a positive classroom climate were identified as student complaints, peer bullying, divorced parents, and socioeconomic status. In the face of these challenges experienced in the classroom, the importance of teacher guidance, parent cooperation, and the support of the school counselor was emphasized.