Climate of class room, axiological attitudes & teachers’ discipline styles

Abstract

The problems of school’s peaceful-coexistence are very extended. The recent repport of Del Rey & A. Marchesi (2005) refers as more insistent violence the emotional one (27,3%). Different researches have been carried out with the purpose of studying the perception that has the professors of the undisciplined behavior of their students during the development of the class, well in primary education (Wheldall and Merrett, 1988), well in secondary education (Houghton, Wheldall and Merrett, 1988). The facts offer bigger relevance in the basical secondary level. Cherry tree, 2001; Kaltiala-Heino, Rimpelä, Rantanen and Rimpelä, 2000; Sourander, Helstelä, Helenius and Piha, 2000, etc. have verified the increment of the conflicting behaviors takes place during the first cycle of the secondary and its later descent at the end of this educational stage. As, the educational climate is a key factor to promote or to impede the teaching-learning process, we could apply on it. One of the main factors of this is the teacher. The teacher is also one of those most harmed ones (Tomal, 1998). This work seeks to offer the disciplinary styles of teachers (Grasha, 1994) and its relationship with behaviors have their students. But, there is also another group of factors, here we underline the axiological attitudes of the students. These come from the family education. So, we seek to relate the students’ values with the educational styles and the behaviors.