Classroom climate as perceived by Maltese and nonMaltese pupils in Malta
An increasing challenge in providing a quality education for all is the new reality of a mixture of ethnicities in Maltese classrooms. This study focuses on perceived differences in classroom climate between Maltese and nonMaltese pupils. A multi-method approach, using both quantitative and qualitative paradigms was used to investigate differences in classroom climate perception by Year 6 primary (10-year-old) pupils in a stratified sample of schools from State, Church and Independent sectors. Classroom climate was measured along the nine factors of Clarity, Environment, Fairness, Interest, Order, Participation, Safety, Standards and Support. Results showed that, overall and in the State and Church sectors, Maltese pupils had a higher perception of positive classroom climate, most strongly in the dimension of Fairness, Clarity, and Safety dimensions. However, in Independent schools non-Maltese students perceived a slightly better climate on 5 dimensions, namely Participation, Environment, Interest, Standards and Support. It is recommended that teachers and school managers be offered opportunities to develop higher multicultural competences.