Abstract
This study explores determine the positive learning climate practices to reduce classroom competition practices through an exploratory mixed-method design. The approach involves an initial qualitative phase followed by a quantitative phase. More specifically, it aimed to construct, develop and evaluate the dimensions of positive learning climate practices to reduce classroom competition practices scale. In the qualitative phase, there were seven teachers who participated in the in-depth interview and ten teachers participated in the focus group discussion. There were five themes that emerged from the interview that put emphasis on collaborative learning culture, individualized learning paths. emphasis on personal growth, cultivating a supportive classroom community, and assessment as learning tools, not ranking metrics. A 100-item new approaches of teaching scale were also constructed based from the results of the interview. In the quantitative phase, 200 questionnaire responses were analyzed for exploratory factor analysis (EFA). Results showed five underlying dimensions of positive learning climate practices to reduce classroom competition practices. A total of five themes on dimensions of positive learning climate practices to reduce classroom competition practices questionnaire was developed which are Cultivating a Supportive Classroom Community with a total of 17 items, Individualized Learning Paths with a total of 14 items, Emphasis on Personal Growth with a total of 18 items, Collaborative Learning Culture with a total of 12 items, and Assessment as Learning Tools, Not Ranking Metrics with a total of 12 items and the overall scale has a total of 73-item questionnaire. This study recommended that educators prioritize the cultivation of a positive learning climate to effectively mitigate classroom competition practices. By fostering an environment that emphasizes collaboration, support, and individual progress rather than comparison and rivalry, educators can create a conducive atmosphere for learning.