This study focused on an assessment of teacher attitude toward personality development and academic achievement of university students. Teacher’s behavior is the term used for the behavioral manifestation of the act of teaching, done for facilitating the learning by a child or a group of children. This objective is to analyze the pushing factors, which lead toward uplifting academic achievement and personality development of university students. To see the relationship between the teacher’s behavior and academic and personality development of university students.
This is a preparatory look at to discover how an assessment of teacher attitude toward personality development and academic achievement of university students'. In this experience, the research will offer instructional perception and versatility in students-teachers relationships beyond the confined classroom and lecture rooms. The population for this research was Bhakkar City with focus on University of Sargodha Bhakkar Campus students were randomly selected data about an assessment of teacher attitudes towards personality development and academic achievement of university students.
The information was gathered through Online Survey Questionnaire from 100 students and was entered into the SPSS (statistical package for social sciences) to analyze the data. Descriptive and inferential statistics were used i.e. mean, frequency, percentage, Bar Charts and ANOVA was used to find out the effects of teachers’ favoritism on students’ academic learning at university level.
Table of Contents
Chapter No: 01
INTRODUCTION
LITERATURE REVIEW
Chapter No: 03
METHODOLOGY
Chapter No: 04
SUMMARY
Research Objectives and Core Themes
This study aims to examine the relationship between teacher attitudes, student personality development, and academic achievement at the university level. It focuses on identifying specific behavioral factors of instructors that influence student performance and motivation within the academic environment.
- Impact of teacher behavior on student learning outcomes
- Role of instructional methods in academic development
- Assessment of teacher professional attitudes
- Relationship between teaching styles and student self-efficacy
- Correlation between teacher-student interaction and academic achievement
Excerpt from the Book
1.1 Introduction
Teacher’s behavior is the term used for the behavioral manifestation of the act of teaching, done for facilitating the learning by a child or a group of children. It therefore encompasses all the verbal and nonverbal attitudes demonstrated by a teacher in an effort to impart education within an academic setting. It is seen that the teaching approach and techniques applied by different teachers, have different results for student performances. The teacher therefore has a key role to play in providing an encouraging learning environment for their students to excel academically. A major portion of the onus for quality learning therefore falls upon the personality and attitude of the teacher.
‘Education’ occurs through the marriage of teaching and learning, therefore learning is half-way important, and has equal, if not greater share in the academic performance of students. Learning tendency and attitude differ from student to student, but since the focus of this study is upon the supply side of the education equation, therefore, we do not go into details of students’ learning attitude, and leave that topic for a different project at this stage. Extensive literature on various aspects of quality education, as well as the central role of teaching within it, exists.
Summary of Chapters
Chapter No: 01: This chapter introduces the core concepts of teacher behavior and its critical role in facilitating academic and personality development among university students.
LITERATURE REVIEW: The section evaluates existing research on teacher effectiveness, experience, professional knowledge, and their documented correlations with student academic performance.
Chapter No: 03: This chapter outlines the survey-based methodology, detailing the development of research instruments and the sampling process used to collect data from university students.
Chapter No: 04: This section provides a summary of the research study's execution, including the application of descriptive and inferential statistics to analyze the findings.
Keywords
teacher, attitudes, students, character, university students, performance, teaching method, professional development, teacher competence, classroom management, self-efficacy, academic achievement, behavioral traits, higher education, student learning
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on assessing how teacher attitudes and behavioral traits influence the personality development and academic achievement of university students.
What are the central thematic areas?
The study centers on teacher professional skills, classroom interaction, instructional methods, and the resulting impact on student motivation and academic success.
What is the main research objective?
The main objective is to analyze the factors of teacher behavior that contribute to uplifting academic achievement and supporting the personality development of students.
Which scientific method is utilized?
The study utilizes a descriptive survey research design, employing quantitative data collection via online questionnaires analyzed through SPSS software.
What topics are covered in the main section?
The main section covers the theoretical framework of teacher effectiveness, including the impacts of teacher experience, content knowledge, and professional attitudes.
Which keywords define this work?
The work is characterized by terms such as teacher attitude, academic achievement, personality development, student performance, and professional competence.
How is the teacher's behavior measured in this study?
Teacher behavior is measured through a structured questionnaire using a Likert scale, assessing aspects such as punctuality, cooperation, motivation, and teaching methods.
Does the study find a relationship between teacher anger and student outcomes?
Yes, the survey investigates student perceptions regarding whether a teacher’s displayed anger has a fearful impact on students and reflects on its influence.
What role does self-efficacy play in the study's framework?
Self-efficacy is addressed as a cognitive assessment component that influences academic emotions and mediates the bridge between student attitude and academic performance.
- Arbeit zitieren
- Muhammad Muzamil (Autor:in), 2022, An Assessment of Teachers' Attitude toward Personality Development and Academic Achievement of University Students, München, GRIN Verlag, https://www.grin.com/document/1267815
