POVEZANOST UPRAVLJAČKIH VJEŠTINA I ODGOJNIH STILOVA NASTAVNIKA S RAZREDNOM KLIMOM U OSNOVNIM ŠKOLAMA
THE RELATIONSHIP BETWEEN TEACHERS’ CLASSROOM MANAGEMENT SKILLS AND EDUCATIONAL STYLES WITH CLASSROOM CLIMATE IN ELEMENTARY SCHOOLS

Summary/Abstract: This study theoretically analyzes and empirically investigates the relationship between teachers’ classroom management skills and educational styles with classroom climate, using a sample of teachers from elementary schools in Šibenik-Knin County. The theoretical framework of the study is based on contemporary models of classroom management, emphasizing communication skills, establishment of clear rules, consistency, emotional self-regulation, and conflict resolution. Educational and teaching styles are considered based on the classical typology distinguishing authoritative, authoritarian, permissive, and neglectful styles, as well as approaches emphasizing the degree of teacher guidance in classroom interaction and discipline. For the purposes of the study, a survey questionnaire was administered to a sample of elementary school teachers in Šibenik-Knin County (N = 216). The research examined teachers’ selfassessments of classroom management skills, the frequency of applying specific educational practices, and teachers’ perceptions of classroom climate. Collected data were analyzed using descriptive and correlational statistical procedures to determine the direction and strength of relationships among the studied variables. The aim of the study is to contribute to the understanding of the role of teachers’ skills in creating a positive classroom environment and to highlight the importance of continuous professional development in classroom leadership.

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