IMPROVING THE MOTIVATIONAL CLIMATE IN THE CLASSROOM THROUGH COLLABORATIVE COUNSELLING: EFFECTS ON SECONDARY SCHOOL TEACHERS AND STUDENTS
DOI:
https://doi.org/10.5944/reop.vol.36.num.3.2025.41729Keywords:
collaborative counseling;, school counselor;, classroom motivational climate, academic performance, teacher satisfactionAbstract
Educational counselors face resistance to change in schools. The adherence to traditional practices, excessive workload, demand for quick solutions, and lack of institutional support underscore the need to adopt a collaborative counseling model to transform teaching and improve relationships between teachers and counselors. This communication presents the design and evaluation of an intervention program in an Argentine secondary school based on collaboration. The objective was to create reflective meetings between one educational counselor and five teachers based on change goals that emphasized the emotional and instructional dimensions of the classroom motivational climate. These changes were evaluated by 143 students. The results revealed that teachers achieved more goals related to instruction than to the emotional dimension, resulting in significant improvements in four scales of the classroom motivational climate and in students' academic performance. This study highlights the relevance of collaborative counseling as a crucial factor for achieving concrete improvements in the educational environment, benefiting students' motivation and increasing teachers' satisfaction with their work.
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Copyright (c) 2025 Noemí Elena Bardelli
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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