| This research sought to study the basic context of formal education, the classroom environment. Specifically, relationships were examined among the classroom environment, and teacher stress and teacher self-esteem. While teacher stress and self-esteem have been previously studied with regard to their relationship to student performance, the present research focuses on the relationship of teacher self-esteem and teacher stress with classroom environment using an ecological approach.;This investigation proposed that teacher self-esteem and teacher stress would significantly predict classroom environment characteristics. Teacher self-esteem was measured using Coopersmith's Self-Esteem Inventories and teacher stress was measured using Fimian's Teacher Stress Inventory. Further, classroom environment was assessed using the Classroom Systems Observation Scale (Cohesion, Flexibility and Communication) and the Classroom Environment Scale (Involvement, Affiliation and Teacher Support). The predictor of self-esteem was not found to be significant in any of the hypotheses posed. Stress, however, was found to be a significant predictor of Affiliation. This research will add to the theoretical and data based knowledge of classrooms from a systems perspective. |
