CREATING A SUPPORTIVE LEARNING ATMOSPHERE FROM A PEDAGOGICAL PERSPECTIVE IN HIGH SCHOOLS

Abstract

The general aim of this research is to describe and comprehend the creation of a supportive learning atmosphere from the perspective of high school educators. For this purpose, a qualitative research has been conducted on a sample of 14 high school educators. In the final version of the code tree, 4 domains and 4 categories with their corresponding dimensions have been formed. The domain of ‘Methods for Creating a Supportive Learning Atmosphere’ encompasses the category of ‘Work and Collaboration of Educators with Teachers, Parents, and Students.’ According to the research data obtained, educators have highlighted the importance of teamwork between teachers and educators in creating a supportive learning environment, as well as the existence of a stimulating and friendly learning atmosphere, responsibility, self-discipline, and respect. The domain of ‘Teacher’s Competencies’ encompasses the category of ‘Pedagogical-Didactic Teacher’s Competencies (pedagogical tact, educational agency, interactive approach in class)’ and the category of ‘SocialEmotional and Personal Teacher Competencies (empathy, collaboration, selfcontrol, tolerance, recognition of emotions, and teamwork skills)’. Within the domain of ‘Student’s Competencies,’ educators attach the greatest importance to socialemotional competencies. The domain of ‘Enhancing Educator’s Competencies’ includes the category of ‘Participating in Diverse Seminars and Training Courses and Cooperation with Other Institutions.’ The responses obtained from educators underscore the significance of reflection and self-reflection in creating a supportive learning atmosphere, as well as cooperation with pertinent institutions. A proposal for further research is to encompass a broader population of educators working in diverse educational institutions. Likewise, the application of a quantitative research, which would aim to establish the effects of specific teamwork models, interactive and cooperative learning, reflection, and self-reflection on the creation of a supportive learning atmosphere would be of great significance.