Teachers’ Perceptions of the Dimensions of the Psychosocial School Environment in Primary Schools in Trinidad and Tobago

George Gowrie, Mala Ramdass

Abstract


The study explored some of the important psycho-social factors in the primary school environment that impact on students’ learning as perceived by teachers. It also attempted to identify, describe and develop conceptual categories as separate dimensions of the social and emotional environment.

The sample consisted of 187 teachers and 53 schools selected from one Educational District – St. George East. The data were analyzed using the Statistical Package for the Social Sciences (SPSS-SPG2). Statistical means, T-tests, ANOVA and regression analysis were used to make comparisons between schools and to show the relationships between the independent psycho-social categories and the overall dependent psycho-social environment. The five independent psychosocial categories were teacher-student relations, teacher-related issues, student and curriculum issues, school organization and policy and school health and safety.

The findings revealed that teachers perceived student-related and school violence issues as the most important dimensions of the psychosocial environment. There was a significant positive correlation between the five dimensions of the psychosocial environment. Also, the psycho-social environment had negative influences on students’ attitudes and emotional well-being as perceived by teachers in many of our primary schools in the sample, especially in the Government schools. The findings further indicated that teacher-related issues had the greatest influence on the overall psycho-social environment.

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DOI: https://doi.org/10.11114/jets.v2i4.524

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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