Classroom quality in Terms of  Emotional Support, Classroom Organization, and Instructional Support at Early Childhood Education Level. An Observational Study

This study investigates the comparative structural and process quality of classrooms in public and private early childhood education (ECE) settings using the Classroom Assessment Scoring System (CLASS). Despite the assumed advantages of private schools in terms of structural resources, the study identifies key variations in emotional support, teacher sensitivity, and productivity between the two sectors. The primary objectives were to evaluate classroom quality in both sectors, examine the impact of teacher self-efficacy on classroom dynamics, and explore differences in emotional support, classroom organization, and instructional support.The study employed an observational research design using the CLASS tool across a purposive sample of 10 schools (5 public and 5 private) in metropolitan areas of Punjab. Data were analyzed through t-tests and confirmatory factor analysis (CFA), revealing a statistically significant three-factor model for assessing classroom quality: Emotional Support, Classroom Organization, and Instructional Support.Findings indicated that private schools outperformed public schools in fostering a positive classroom climate, teacher sensitivity, and productivity, whereas public schools exhibited relative strengths in emotional support and classroom organization, particularly where teachers demonstrated high self-efficacy. Both sectors showed similarities in behavior management and instructional methods. The study emphasizes that while structural resources are essential, teacher-student interactions and emotional quality are critical to optimal learning environments.