Teacher support and control as social and emotional dimensions

• Pages: 135-140

135

Balkan Journal of Interdisciplinary Research

IIPCCL Publishing, Graz-Austria

ISSN 2410-759X

Acces online at www.iipccl.org

Vol. 7 No.1

May, 2021

Teacher support and control as social and emotional dimensions

PhD. Irena Alimerko

University “Ismail Qemali” of Vlora, Albania

Abstract

Students gain knowledge, skills and habits during school and didactic activities. The

dimensions of the socio-emotional climate, teacher support and teacher control serve as the

basis for improving the study strategy. Inadequate socio-emotional climate are counted as risk

factors. The aim is to help improve the quality of teaching-educational work. The research was

conducted in 2017-2018 with the participation of 140 respondents in three high schools in the

city of Vlora. All students responded to both versions of the instrument (for the real climate

and for the desired climate). From the results we have no dierence between the averages

achieved in teacher support and teacher control in the real climate and in the desired climate,

where students want to improve the subjective condition of the participants in the teaching-

educational process.

Keywords: dimensions of socio-emotional climate, real climate, desired climate, purpose.

Introduction

Undeniable is the fact that children spend most of their times in school. In addition

to involvement in regular education, young people are quite exposed to other formal

educational inuences. Students and teachers also have vast personal experiences

of what happens to them, what they experience, and how they behave during their

stay in school. Therefore their knowledge of educational, classroom and teaching

experiences are important. We should not neglect the fact that students and teachers

spend most of their time together.

While we know for sure that students gain knowledge, skills and habits during school

and didactic activities, it is not well known what happens to them in the psycho-

social aspect. Also, it is not very well studied how everything that happens to them

aects their educational outcomes, the development of their skills, mental health

and a range of psychological and educational consequences. Also, it is not very well

studied how everything that happens to them aects their educational outcomes, the

development of their skills, mental health and a range of psychological and educational

consequences. Looking for answers to questions we enter a lile researched sphere.

In our research, in addition to the problem that already exists, we must prove the

dierences in the assessments between the real and desired dimensions of the socio-

emotional climate, measured in students in dierent educational institutions in Vlora.

At the same time, we have determined the main purpose of this study, which is to

assess the real and desired state of the socio-emotional climate through dimensions

such as teacher support and teacher control.

The purpose is to help improve the quality of educational work, and information

on the socio-emotional climate can help in planning, evolving procedures for the

advancement of teaching-educational work.

Dimensions of the learning climate such as teacher support and control can serve to