ABSTRACT
This study explores the teaching practices in junior high schools in Maros Regency, South Sulawesi Province, Indonesia that promote the development of a positive classroom climate. Interviews were used to gather the data. Twenty-four class-teachers from 12 junior high schools participated in individual semi structured interviews. The data collected from teacher interviews were analysed using NVivo version 10.
The qualitative analysis revealed that two main teaching practices influenced classroom climate namely student-teacher relationships and behavior management. Five further domains indicative of teaching practices that contributed to a positive classroom climate were positive school-home relationships, teachers’ teaching pedagogies, and positive teachers’ assumptions about student intelligence and capabilities, peer friendships, and behavioral self-control. Eight domains that hindered a positive classroom climate were also presented namely negative school-home relationships, negative, teachers’ assumptions about student intelligence, student mental health, consequences and punishment, negative student interactions with peers, disruptive acts, less attendance and motivation, and students’ difficulties.
Keywords: classroom climate, teaching practices, teacher and student relationships
This paper aims to identify the bullying type in South Sulawesi, Indonesia from gender perspective by using quantitative study. Quantitative data were obtained by using a set of questionnaires from 545 respondents in six districts in South Sulawesi. The result showed that bullying types such physical bullying, verbal bullying, social bullying and cyber bullying are significantly difference in terms of gender in South Sulawesi, Indonesia. Separately, the whole bullying type such as physical, verbal, social and cyber are also significantly different between male and female. The male students are more involved in bullying compared with female students. This finding hopefully can provide useful information for those who involved in bullying prevention program, school administrative staff and teacher.
<p><em>Bullying in school In Indonesia has commenced to receive serious attention. E</em><em>xplanation about gender and bullying effect have been offered by </em><em>many </em><em>scholars. This recent research has focused on gender differences in bullying effect such as depression and anxiety. It is drawing on quantitative methodological study of bullying effect at 536 students at high school in South Sulawesi Indonesia. It is identified that statistically, bullying effect such as anxiety and depression in Indonesia are significantly different between male and female. Anxiety and depression </em><em>are</em><em> the potential effect of bullying</em><em>. </em><em>The result documented that there is a significant difference between depression effects of bullying towards gender. Similarly</em><em>, It is identified</em><em> to anxiety effect</em><em> that </em><em>there is </em><em>also </em><em>a significant difference between anxiety effects towards gender.</em><em> B</em><em>ullying effects are significantly different in term of gender in South Sulawesi Province, Indonesia</em><em>.</em></p>
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