Čiliaková, RuženaBabiaková, Simoneta2025-10-072025-10-0720251732-6729https://doi.org/10.15804/tner.2025.80.2.13https://repo.umb.sk/handle/123456789/877In: The New Educational Review. Toruń : Wydawnictwo Adam Marszałek, 2025. ISSN 1732-6729. No. 80 (2025), pp. 187-199.The study examines how the length of teaching experience and the type of school influence primary teachers’ pedagogical approaches to building a classroom community. Results of observed teachers’ professional activities related to developing pupils’ accepting behaviour, discipline, cooperation and self-assessment are presented on a sample of 137 primary teachers. A quantitative investigation with a structured observation method was used. Differences between teachers by school type were tested with the Mann-Whitney U-test and differences by length of teaching experience with the Kruskal-Wallis test. Results indicate that the school type and partly also the length of experience influence pedagogical approaches to purposeful building of a classroom community, which may have significant implications for teachers’ professional development.enCC BY-NC Creative Commons Attribution-NonCommercial 4.0. Internationalinfo:eu-repo/semantics/openAccessučitelia primárneho vzdelávaniaprimary education teachersprimárne vzdelávanieprimary educationživotné zručnostilife skillsžiaci primárnej edukácieskúsenosti učiteľovteachers' experiencepraktické skúsenostipractical experienceArticle