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Classroom Climate, Teacher Support and Self-Agency: Perceptions of Students with and without Disabilities.

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Title: Classroom Climate, Teacher Support and Self-Agency: Perceptions of Students with and without Disabilities.
Authors: Mucherah, W. (AUTHOR), Finch, W. H. (AUTHOR), Bota, K. (AUTHOR), Bowles, H. (AUTHOR), Thomas, R. (AUTHOR)
Source: International Journal of Disability, Development & Education. Dec2025, Vol. 72 Issue 8, p1470-1488. 19p.
Subjects: School environment, Health self-care, Student satisfaction, High schools, Cross-sectional method, People with visual disabilities, Disabilities, Psychology of teachers, Sense of agency, Occupational roles, Psychology of high school students, Questionnaires, Educators, Students with disabilities, Descriptive statistics, Chi-squared test, Multivariate analysis, Mainstreaming in special education, Functional status, Motivation (Psychology), Mathematical models, Analysis of variance, Academic achievement, Social support, Teacher-student relationships, Student attitudes, Factor analysis, Theory, Data analysis software, Psychosocial factors, Built environment, Hard of hearing people
Geographic Terms: Kenya
Abstract: This study investigated perceptions of classroom climate, the physical environment, and self-agency of students with and without disabilities. Participants were 868 high school students from four mixed-sex day schools and 1 same-sex boarding school in Western Kenya. Of the 868 participants, 431 had disabilities. Participants completed a questionnaire on classroom climate and self-agency. Overall, results showed that even though students perceived their classroom climate to be high in competition and difficulty, they were satisfied with their learning environments and regarded their teachers as being supportive. Friction was low and self-agency was moderate. ANOVA results revealed that there were no statistically significant differences between those with and without disabilities (${F_{1,862}} = 0.69, p= 0.41$ F 1 , 862 = 0.69 , p = 0.41). MANOVA results for disability status was statistically significant with respect to the classroom climate subscales (${F_{6,857}} = 2.22, p= 0.04$ F 6 , 857 = 2.22 , p = 0.04). Discriminant analysis structure coefficients identified friction, competition, and cohesion as the primary drivers of this significant result. Group means reveal students identified with a disability had a higher mean for friction, and lower means for cohesion and competition. Self-agency was positively correlated with satisfaction, cohesiveness, competition, and teacher support, and negatively correlated with friction and difficulty. These findings suggest that teacher support plays a significant role in student satisfaction, cohesion, and self-agency, regardless of disability. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Classroom Climate, Teacher Support and Self-Agency: Perceptions of Students with and without Disabilities.
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  Data: <searchLink fieldCode="AR" term="%22Mucherah%2C+W%2E%22">Mucherah, W.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Finch%2C+W%2E+H%2E%22">Finch, W. H.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bota%2C+K%2E%22">Bota, K.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bowles%2C+H%2E%22">Bowles, H.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Thomas%2C+R%2E%22">Thomas, R.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Disability%2C+Development+%26+Education%22">International Journal of Disability, Development & Education</searchLink>. Dec2025, Vol. 72 Issue 8, p1470-1488. 19p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Health+self-care%22">Health self-care</searchLink><br /><searchLink fieldCode="DE" term="%22Student+satisfaction%22">Student satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22People+with+visual+disabilities%22">People with visual disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+agency%22">Sense of agency</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+roles%22">Occupational roles</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+high+school+students%22">Psychology of high school students</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+analysis%22">Multivariate analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+status%22">Functional status</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Built+environment%22">Built environment</searchLink><br /><searchLink fieldCode="DE" term="%22Hard+of+hearing+people%22">Hard of hearing people</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated perceptions of classroom climate, the physical environment, and self-agency of students with and without disabilities. Participants were 868 high school students from four mixed-sex day schools and 1 same-sex boarding school in Western Kenya. Of the 868 participants, 431 had disabilities. Participants completed a questionnaire on classroom climate and self-agency. Overall, results showed that even though students perceived their classroom climate to be high in competition and difficulty, they were satisfied with their learning environments and regarded their teachers as being supportive. Friction was low and self-agency was moderate. ANOVA results revealed that there were no statistically significant differences between those with and without disabilities (${F_{1,862}} = 0.69, p= 0.41$ F 1 , 862 = 0.69 , p = 0.41). MANOVA results for disability status was statistically significant with respect to the classroom climate subscales (${F_{6,857}} = 2.22, p= 0.04$ F 6 , 857 = 2.22 , p = 0.04). Discriminant analysis structure coefficients identified friction, competition, and cohesion as the primary drivers of this significant result. Group means reveal students identified with a disability had a higher mean for friction, and lower means for cohesion and competition. Self-agency was positively correlated with satisfaction, cohesiveness, competition, and teacher support, and negatively correlated with friction and difficulty. These findings suggest that teacher support plays a significant role in student satisfaction, cohesion, and self-agency, regardless of disability. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1034912X.2024.2403387
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 1470
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Health self-care
        Type: general
      – SubjectFull: Student satisfaction
        Type: general
      – SubjectFull: High schools
        Type: general
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: People with visual disabilities
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Sense of agency
        Type: general
      – SubjectFull: Occupational roles
        Type: general
      – SubjectFull: Psychology of high school students
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Chi-squared test
        Type: general
      – SubjectFull: Multivariate analysis
        Type: general
      – SubjectFull: Mainstreaming in special education
        Type: general
      – SubjectFull: Functional status
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Mathematical models
        Type: general
      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Factor analysis
        Type: general
      – SubjectFull: Theory
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Built environment
        Type: general
      – SubjectFull: Hard of hearing people
        Type: general
      – SubjectFull: Kenya
        Type: general
    Titles:
      – TitleFull: Classroom Climate, Teacher Support and Self-Agency: Perceptions of Students with and without Disabilities.
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            – D: 01
              M: 12
              Text: Dec2025
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              Y: 2025
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