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Sustainable School Climate and Teacher Behavioral Management Consistency Across Classroom and Informal School Spaces

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  • Seval Bircan Yılmaz Yıldız

    (Department of Educational Sciences, Çanakkale Onsekiz Mart University, Çanakkale 17100, Türkiye)

  • Ercan Kiraz

    (Department of Educational Sciences, Çanakkale Onsekiz Mart University, Çanakkale 17100, Türkiye)

Abstract

Teachers’ behavioral consistency is recognized as a cornerstone of effective classroom management and of cultivating a positive school climate. This exploratory sequential mixed-methods study examined the extent to which middle-school teachers consistently applied values-based responses to comparable student behaviors across classroom and non-classroom settings. Results revealed higher consistency scores in classroom scenarios (M = 1.6) than in non-classroom scenarios (M = 1.1), with 40–50% of responses showing no overlap in strategy across contexts. Descriptive analyses indicated that behavioral consistency varied according to teacher gender, professional experience, and school socioeconomic context. These findings underscore differences in teachers’ reported responses across school settings and emphasize the importance of schoolwide behavior-management protocols and professional development initiatives that foster consistent, values-oriented practices throughout the school environment.

Suggested Citation

  • Seval Bircan Yılmaz Yıldız & Ercan Kiraz, 2026. "Sustainable School Climate and Teacher Behavioral Management Consistency Across Classroom and Informal School Spaces," Sustainability, MDPI, vol. 18(12), pages 1-17, June.
    • Handle: RePEc:gam:jsusta:v:18:y:2026:i:12:p:6052-:d:1965990
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