| Summary: | This study aims to explore teachers’ perceptions of the quality of students’ school life (QSL) in Finland and South Korea, focusing on how students' experiences related to relationships, learning environments, motivation, and emotional wellbeing are perceived by teachers and pre-service teachers. Adopting a comparative educational perspective, the research investigates how cultural and educational contexts in both countries shape the quality of school life. A qualitative research approach was employed, using semi-structured interviews conducted with teachers and pre-service teachers in Finland and South Korea. The data were analyzed through thematic analysis, allowing for an in-depth understanding of how QSL was conceptualized by teachers. The findings reveal that the Finnish teachers emphasized students’ autonomy, horizontal teacher-student relationships, and emotional safety as key components of high-quality school life. In contrast, the Korean teachers highlighted the challenges posed by a competitive academic environment and institutional constraints which often affect students’ motivation and emotional wellbeing. Nonetheless, teachers from both countries agreed on the importance of emotional support and positive relationships in enhancing the QSL. This study suggests that improving the QSL requires an integrated approach that considers not only academic outcomes but also students’ emotional, relational, and environmental needs. By highlighting teachers’ perspectives, the research contributes to ongoing discussions on student-centered education and provides practical insights for future education.
|
|---|