Impact of Teacher’s Background and Behavior on Students Learning

Abida Khalid, Shabana Yasmin, Muhammad Azeem

Abstract


Abstract

The major purpose of the study was to identify the impact of teacher’s background and teacher’s behavior on students learning. The present study is descriptive in nature. The data were collected from the wide verity of sources. Due to the financial constraint, it was delimited to two districts of Sahiwal division, i.e., Pakpattan and Sahiwal. The population of the study comprised of 4746 teachers, 164876 students and 237 secondary and higher secondary schools in public sector in the division of Sahiwal. The present study aimed to explore the data about the teachers’ background and their behavior on students learning. In order to determine these variables, the researcher developed a questionnaire on the five point Likert scale. Supervisor and other educational experts were consulted during the development of instrument before the finalization and validation of questionnaire. Questionnaires were distributed among the students of two districts of Sahiwal division. The instrument of study revised through piloting the items the data were collected by researcher personally and with the help of brothers and friends. The data were analyzed by using SPSS version 16. Finally 850 questionnaires were returned back to the respondents representing the sample of the study. It was survey type study. This is an in-depth study of students learning in English subjects regarding the teacher’s background and teacher’s behavior. The study generated following major findings that majority of teachers follow text books while teaching; provide information other than text book, they regular and punctual, their style of teaching help the students in learning. These teachers are co-operative with students but they did not ignore the mistakes of their students. However, they care about the emotions of students and give them moral training. Moreover the overall impact of teachers’ behavior on students learning was not significant.

Keywords: Teachers' Behavior, Behavior and Learning

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DOI: http://dx.doi.org/10.5296/ijhrs.v1i2.1101

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