Teacher decision-making: the fulcrum of a productive teaching and learning environment

Teacher decision-making: the fulcrum of a productive teaching and learning environment

Decisions apprise actions, and actions create the environments in which teaching occurs. Within the context of classroom decision-making, cognitive load and affect are key elements, influencing the decisions made by teachers that impact the flow of learning and ultimately the classroom environment in which they teach. To create productive teaching and learning environments, teachers require current knowledge and skills through effective professional learning programs in teacher-student interactions that will add to the creation of their desired classroom environment.

Qualitative methods of thematic analysis, from the descriptive data in the forms of interviews and classroom observations, led to patterns then themes that were synthesised into four categories able to reflect the teaching practices that guided teachers in their decision-making. These themes formed the foundation of the practical Four Dimensions framework that was then used to design a new professional learning program.

By way of survey results, the Four Dimensions professional learning program was evidenced to enhance teacher knowledge and skills with increased positive teacher-student interactions, leading to reduced interruptions to the flow of curriculum delivery. The findings of this study provided evidence that teaching practices changed through small shifts in how choices in teacher-student interactions were viewed based on a focus of curriculum over classroom behaviour management. The changes in teachers' decision-making when interacting with students resulted in increased positive teacher affect and productive teaching and learning environments.

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