An analysis of Teachers’ Behaviour for the Academic Performance of School Students in Faisalabad, Pakistan

Abstract

Instructors’ attitudes can help or hurt student enthusiasm, achievement, and well-being. Recent studies found that negative instructor attitudes can prejudice academic achievement and escalation students' psychological syndromes and physical indications of stress. Instructors who use degradation or sarcasm can leave a child feeling demeaned. Discipline by fear and intimidation can harm the student's future achievement. Teachers who are strict in their display of authority or indifferent toward their students or lessons can leave a lingering feeling of negativity. Teachers facilitate the students for improving their performance and always are available to solve their glitches and give courage to the students for innovative thinking. But teaching occupation is seen as poorly managed in recent situations. The main focused area is to recognize students’ difficulties concerning learning. For this purpose, well-trained teachers are required to guide the students. The study's primary objective was to analyse teachers’ behavior for the academic performance of school students in Tehsil Faisalabad, Pakistan. The study population was all the teachers and students of Govt. sector schools, of Tehsil Faisalabad (From Pakistan). The study was conducted at the Institute of Agri. Extension, Education and Rural Development, University of Agriculture, Faisalabad, Punjab, Pakistan. From (88) total number of schools, six schools (3 schools from urban and 3 schools from rural areas) were selected on a random basis 5 students were selected from 6th standard, 5 from 7th standard, 5 from 8th standard) making a sample of 90 students. Three teachers were selected from the selected standards (1 from 6th standard, 1 from 7th standard, 1 from 8th standard). The selected teachers’ samples were eighteen. Two questionnaires were used with a five-point rating scale to collect the views of school teachers and students about the teachers’ behavior regarding the students' academic achievement. The researcher personally visited schools and collected views regarding the behavior of teachers on the academic achievements of students. Quantitative data were analyzed through SPSS. The result also demonstrates that teachers’ behavior directly affects students' academic performance. The analysis of data showed a significant association between teachers’ behavior and students’ academic achievements. It was recommended that teachers behave positively with students and show professionalism so their students will pay attention to their study through such kind of motivation. Most of the students were agreed that they are appreciated by their teacher (a weighted score of 25.00). Most of the students were agreed that communication between teacher and student helps the teacher to understand students' feelings with a weighted score of 31.00. Most of the students were agreed that the students consider their teacher as a role model with a weighted score of 36.00. The study's major conclusions were that teachers felt honoured to be teachers, adjusted themselves with the predominant situation and environments, and used different motivational teaching techniques. Students were found to be pleased with the positive behaviour of their teachers. The relationship between the teachers’ behaviour and corresponding academic success (marks) revealed a highly positive significant correlation.