Teachers’ opinions on preschool classroom climate in relation to planning educational activities

Abstract

This study aims to explore the relationship between classroom climate and the planning of educational activities in preschool settings, based on the perspectives of teachers. Employing a phenomenological approach, the research involved 15 teachers selected through a maximum diversity sampling method. Data were gathered through individual interviews and analyzed using thematic analysis. The findings of the study revealed that the classroom climate variables identified by the teachers were largely consistent, both in general terms and in relation to their specific classrooms. The research highlighted the functions and significance of the educational activities planned by teachers in fostering a positive classroom climate, as well as the impact of effective classroom management on the planning process. Teachers emphasized the consideration of various classroom climate variables–including family structure, teacher characteristics, child characteristics, school management, and the physical environment–when planning educational activities. © 2025 Elsevier B.V., All rights reserved.