Investigating the Importance of Teacher Behaviors in Educational Process at Secondary Schools of Lahore

Abstract

The importance of teachers’ behaviors in educational process and their impact on students learning outcomes have been studied in this article. A descriptive survey study design acquired data from 250 students and 28 teachers using validated questionnaires of high reliability. Overall, Cranach’s Alpha was .84. Objectives were to explore teachers' behaviors, their effects on student learning, what affects those behaviors, and how those behaviors might be enhanced. A 5-point Likert scale was employed to measure responses which are presented statistically using descriptive statistics, t-tests, and ANOVA, using SPSS V-29. Results indicated a high level of agreement on the significance of behaviors, such as the teacher’s being on time, being fair, showing respect, and engaging students, with the highest mean score obtained for the teacher effecting positive influence on the learning environment (M=1.80, SD=1.21). No significant differences in perceptions by gender, age or mother tongue were found. Locality was, however, shown to be an important factor (p<0.05), with urban respondents differing slightly from rural ones in their views. The results underline the importance of teacher behaviors in creating effective learning environments. Such programs make recommendations of professional development programs that could help to improve teachers’ interpersonal and instructional skill, to have a positive impact on students. Lastly, if we implement these factors, secondary education will significantly improve.