Date of Award
Master of Arts (MA)
Dr. Donald Grandgenett
This descriptive study examined the classroom environments of coaching and non-coaching teachers. The purpose of examining factors involving classroom environments is to help determine what the best possible learning environment is for both teachers and students. In this study, high school teachers and teacher-coaches were asked to give their perceptions of the environment of a single class period during the school day. Research done in this area has focused on the perceptions of students and has subsequently used and compared this data to describe the "ideal" and "real" classroom environment. This study, comparing teachers and teacher-coaches, used the Short Form version of the Classroom Environment Scale. This instrument contains 24 questions divided into 6 dimensions. The subjects of the study were asked to give "yes" or "no" responses to questions contained within each of the dimensions: involvement, affiliation, teacher support, task orientation, order and organization, and rule clarity. Data from the study was analyzed and the following divisions of the sample groups were compare: coaches and non-coaches, male and female coaches, coaches with differing years of teaching experience, and coaches with differing levels of academic advancement. The mean scores of coaches and non-coaches were calculated and all groups were compared according to each of the six dimensions of the study. Results of the study showed that the perceptions related to classroom environments of coaching-teachers in regards to teacher support and classroom affiliation are higher than the perceptions of non-coaching teachers.
Raabe, Lance L., "Classroom Environments of Coaching and Non-Coaching Teachers at a Large Midwestern High School" (1999). Student Work. 2586.