Impact of Teachers’ Behavior on Students’ Motivation and Learning at Elementary School Level in Tehsil Jampur District Rajanpur
DOI:
https://doi.org/10.53762/alqamar.07.01.e05Keywords:
Teachers’ Behavior, Students’ Motivation, Students’ LearningAbstract
This research was conducted to investigate the “impact of teachers’ behavior on students’ motivation and learning at the elementary school level." Teachers behave well to create a positive and supportive classroom learning environment. Teachers’ conduct can influence students’ motivation and learning in many ways. The objectives of the study were: 1) to identify the impact of teachers’ behavior on students’ motivation; and 2) to identify the impact of teachers’ behavior on students’ learning. The nature of the study was a mixed-methods design. The study was limited to the district of Rajanpur, male elementary schools, 6th, 7th, and 8th grades only. The target population of the study was all the elementary public school’s teachers and students in the district of Rajanpur. The sample of the study was 433 elementary school male students and 10 elementary school male teachers. The respondents were selected through a simple random sampling technique. A self-developed, closed-ended questionnaire for students and an interview protocol for teachers were developed by the researcher. The questionnaire and interview were finalized after conducting a pilot test. The students’ questionnaire was designed on a five-point Likert scale. The Cronbach alpha reliability was 0.885. The data was collected, organized, tabulated, and analyzed using percentage, mean, standard deviation, chi square, and Pearson correlation through SPSS version 29.0. The findings of the study were based on objectives. It was found that teachers positive and friendly behavior at the elementary school level impacted students’ motivation and learning positively. According to the salient conclusion of the study, teachers create an inclusive and positive learning environment through their kind behavior. Most students were more engaged and enthusiastic about their teachers’ cooperative classroom environment. Most of the teachers were well aware of the positive atmosphere in the classroom and provided standard teaching methodologies for elementary students. The study recommended that elementary school-level teachers show kind behavior in the classroom for better academic outcomes for the students. It was recommended that teachers create a positive classroom environment by paying extra attention to their students.
References
Paramita, P.P., U. Sharma, and A. Anderson, Effective teacher professional learning on classroom behaviour management: A review of literature. Australian Journal of Teacher Education (Online), 2020. 45(1): p. 61-81.
Zhan, Z., et al., Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis. Australasian Journal of Educational Technology, 2021. 37(2): p. 96-109.
Mouratidis, A., et al., No aspect of structure should be left behind in relation to student autonomous motivation. British Journal of Educational Psychology, 2022. 92(3): p. 1086-1108.
Johnson, A.M., et al., Emotion socialization and child conduct problems: A comprehensive review and meta-analysis. Clinical psychology review, 2017. 54: p. 65-80.
Alexander, S., The relationship among teachers’ self-efficacy beliefs, student motivation and effective teaching. UMT Education review, 2020. 3(2): p. 47-64.
Gopalan, V., et al. A review of the motivation theories in learning. in Aip conference proceedings. 2017. AIP Publishing.
Liaquat, A., et al., EFFECT OF TEACHERS’BEHAVIOR ON STUDENTS’MOTIVATION AND ACADEMIC ACHIEVEMENT AT SECONDARY LEVEL. Jahan-e-Tahqeeq, 2022. 5(1): p. 8-16.
Cents-Boonstra, M., et al., Fostering student engagement with motivating teaching: An observation study of teacher and student behaviours. Research Papers in Education, 2021. 36(6): p. 754-779.
Charalampous, K. and C.M. Kokkinos, The Model of Interpersonal Teacher Behaviour: a qualitative cross‐cultural validation within the Greek elementary education context. British educational research journal, 2013. 39(1): p. 182-205.
Zee, M. and H. Koomen, Engaging children in the upper elementary grades: Unique contributions of teacher self-efficacy, autonomy support, and student-teacher relationships. Journal of Research in Childhood Education, 2020. 34(4): p. 477-495.
Borghouts, L., et al., Effectiveness of a lesson study intervention on teacher behaviour and student motivation in physical education lessons. Physical Education and Sport Pedagogy, 2023. 28(2): p. 121-138.
Purnamawati, F. and R.F. Pradipta, Transformative Learning Model for Parenting Education Program. Journal Of Educational Experts (JEE), 2022. 5(1): p. 13-20.
Muijs, D. and D. Reynolds, Teachers' beliefs and behaviors: what really matters? Journal of classroom interaction, 2015: p. 25-40.
Hesty, C.I., The Impacts of Teacher’s Behaviours on Students’ Interest in Learning English (A case Study at SMPN 17 Banda Aceh). 2018, UIN Ar-Raniry Banda Aceh.
Shukla, K.D., S. Kuril, and V.S. Chand, Does negative teacher behavior influence student self-efficacy and mastery goal orientation? Learning and Motivation, 2020. 71: p. 101653.
Tang, Y. and J. Hu, The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator. Frontiers in Psychology, 2022. 13: p. 985859.
Cavas, P., Factors affecting the motivation of Turkish primary students for science learning. Science education international, 2011. 22(1): p. 31-42.
Kalyar, M.N., B. Ahmad, and H. Kalyar, Does teacher motivation lead to student motivation? The mediating role of teaching behavior. Вопросы образования, 2018(3 (eng)): p. 91-119.
Leo, F.M., et al., Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 2022. 27(1): p. 59-76.
Kanonire, T., J. Lubenko, and Y. Kuzmina, The effects of intrinsic and extrinsic reading motivation on reading performance in elementary school. Journal of Research in Childhood Education, 2022. 36(1): p. 1-13.
Ali, M.A., M. Rafiq, and A. Arshad, Perceptions of academic librarians regarding their interpersonal competencies: A case of Pakistani universities. Journal of Librarianship and Information Science, 2023: p. 09610006231201409.
Blessing, L.T., A. Chakrabarti, and K. Wallace, An overview of descriptive studies in relation to a general design research methodology. Designers: The key to successful product development, 1998: p. 42-56.
Thacker, L.R., What is the big deal about populations in research? 2020, SAGE Publications Sage CA: Los Angeles, CA. p. 3-3.Ḍ
Jason, V. and G. SN, Regulatory focus and innovative work behavior: The role of work engagement. Current Psychology, 2021. 40(6): p. 2791-2803.
Published
How to Cite
Issue
Section
Copyright (c) 2024 Al-Qamar
This work is licensed under a Creative Commons Attribution 4.0 International License.
