How Teachers Perceive Their Classroom Environments and Student Goal Orientation: A Look into High School Biology Classrooms in Kenya

Abstract

Aims: To examine teachers’ and observers’ perceptions of classroom climate and goal orientation in high school biology classrooms in Kenya. Study Design: A mixed design utilizing quantitative and qualitative approach. Place and Duration of Study: A boys’ and girls’ boarding high schools in Kenya, observed between May and July of 2010. Methodology: Participants included 12 biology teachers from two same sex boarding high schools (5 females, 7 males). Results: Tests of means and t-tests showed that male teachers perceived themselves to be supportive, t(10) = 3.76, p = .01, d = 2.201 and innovative, t(10) = 2. 93, p = .05, d =1.882. Male teachers also reported greater school and classroom performance goals. Observers reported significant differences in the classroom climate and goal orientation, where they saw the girls’ classrooms to be more innovative, t(10) = 5.10, p =.01, d = 2.125, high in order and organization, t(10) = 3.10, p =.01, d = 2.200 and affiliation. They also found teachers in the boys’ school to be more supportive, t(10) = 2.41, p = .02, d = 1.809. Conclusion: Male teachers perceive themselves to be more supportive and innovative. Observers see girls’ classrooms to be more innovative and well organized.