The role of the appropriate school environment in achieving classroom discipline among primary school students in Relizane from the viewpoint of their teachers.

تتناول هذه المقالة دور البيئة المدرسية المناسبة في تحقيق الانضباط داخل الفصل بين تلاميذ المدارس الابتدائية في ولاية غليزان، الجزائر، من وجهة نظر معلميهم. باستخدام المنهج الوصفي وبيانات جمعت من 150 معلماً ابتدائياً تم اختيارهم عشوائياً، وجدت الدراسة فروقاً ذات دلالة إحصائية في تقييمات المعلمين لبيئات مدارسهم ومستويات انضباط الطلاب داخل الفصل. تشير النتائج إلى أن البيئة المدرسية الملائمة—التي تشمل الأبعاد العلائقية (الشخصية والإدارية) والمادية—تؤثر إيجابياً على انضباط الفصل، حيث تفسر 25% من التباين في الانضباط. تؤكد الدراسة على أن الانضباط داخل الفصل يتحسن عندما توفر المدارس بيئات داعمة ومحفزة ومزودة بالموارد اللازمة، وتوصي بتحسين البنية التحتية للمدارس، وتدريب المعلمين، والدعم النفسي لتعزيز نتائج الانضباط بشكل أفضل. [Extracted from the article]

This study aims to demonstrate the role of an appropriate school environment in achieving classroom discipline among primary school students in the Wilaya of Relizane from the perspective of their teachers. It also seeks to determine whether statistically significant differences exist among primary school teachers in their assessment of the school environment in which they work and their students' classroom discipline within this environment. To achieve this, study tools were applied to a randomly selected sample of 150 teachers from various primary schools, using a descriptive approach. After collecting data and analyzing results, we concluded that there are statistically significant differences among primary school teachers in their assessment of their school environment and their students' classroom discipline levels. Additionally, the appropriate school environment plays a role in achieving classroom discipline among primary school students in Relizane from their teachers' point of view). [ABSTRACT FROM AUTHOR]

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