Student perceptions of teacher humor and classroom climate

Abstract

The purpose of this investigation was to assess the relationship between students’ perceptions of teachers’ use of humor in the classroom and their perceptions of classroom climate. Results of two discriminant analyses indicated: (a) the classroom climate of teachers perceived as low in their use of nonhostile humor and who do not use hostile humor at all, was characterized as low in defensiveness and innovation, and high in teacher control and task orientation; (b) classes of teachers perceived as using hostile humor almost exclusively were characterized as low in supportiveness, order and organization, and rule clarity, and high in affiliation among students, competitiveness, teacher control, and defensiveness; and (c) classes of teachers perceived as low in their overall use of humor were characterized as high in order and organization and affiliation, an low in supportiveness, involvement, defensiveness, innovation. From these results, it appears as if both amount and type of humor are important considerations to make regarding the effect of humor on classroom climate. Implications of these findings are discussed.

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