Assessing the impact of teachers’ behavioral practices on student learning outcomes
DOI:
https://doi.org/10.21015/vtess.v13i4.2324Abstract
The classroom serves as a primary learning environment facilitating direct interaction between teachers and students. A teacher consistently inspires students, with each action directly influencing the learning process. The researcher aimed to understand the perceptions of instructors and students regarding how a teacher's differing attitudes and behaviours may positively or negatively impact the classroom learning process. Data were aggregated utilising a Likert scale and analysed as a percentage. The data collection method employed was primary, utilising a closed-ended questionnaire administered to 100 respondents, obtained through a multistage sampling process. The analytical approach employed was exploratory, concentrating on instructors' behaviour in relation to student learning. The findings demonstrate that positive teacher behaviour positively influences students, while negative teacher behaviour adversely affects them. Nevertheless, the rigorous approach of educators can result in positive outcomes in students' learning processes. The study's findings support the implementation of lenient penalties to maintain effectiveness in the educational setting. The recommendations stipulate that instructors must employ courteous language in the classroom and prohibit students from using abusive language. Increased focus on teacher training is essential to empower educators to capitalise on opportunities that enhance the integration of their knowledge, information, and commitment.
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