How is Classroom Climate Affected by Teaching Support in a Master in Teacher Training?

The advantages of building a good rapport between teachers and students are numerous since it reinforces their academic engagement, self-regulation of effort and commitment to schoolwork. (Gutierrez y Tomas, 2018; Gutierrez et al., 2018). The primary aim of this investigation was to determine whether pedagogical interventions centred on interpersonal connections could have an influence on the learning environment of a group of students pursuing an on-campus Master's degree in Teacher Traning. 183 participants, with 61.4% identifying as female, 61.4% as male, and 0.3% as other, took part in this study. Ages ranged from 22 to 63, with a mean of 27.4 and a standard deviation of 11.5. The study employed a quantitative, non-experimental, cross-sectional, descriptive and correlational design. The tools used for data collection were the Teaching Support Questionnaire (MOCSE-TSQ) and the Teaching-Learning Process Questionnaire for Students (MOCSE-O-PRO4DStudent). Moderate to strong positive and statistically significant relationships were found between all factors. Furthermore, differences were found in classroom climate dependent on the study branch of the students enrolled in this master. Results allow to infer that teaching support had an impact on predicting classroom climate. Lastly, significant practical recommendations have been made for university lecturers to enhance their teaching practice.