Effective Evaluation of Teachers’ Non-verbal Behaviour in Classrooms

Abstract

This study attempts to develop a comprehensive scale or instrument for measurement or evaluation of teachers’ non-verbal behavior based on a review of a range of relevant literature. The theoretical proposition in literature argues that teacher's immediacy behavior directly influences students' motivation, which in turn influences students’ learning. Given the literature report of the high influence of teachers’ behavior on learners’ motivation and ultimately learning, it was deemed important to develop such a scale which could evaluate how teacher’s behavior affects students' motivation in a classroom setting, to the benefit of the relevant stakeholders. This could be better determined by students' motivation through their perceptions and interpretations of such behavior. To this end, a sample of 51 students, including 22 males and 28 females was drawn from a public sector university in Pakistan. Significance and conclusion of the study are drawn, and suggestions are put forth based on research made in this study.