TEACHERS’ TEACHING BEHAVIOUR AS A PREDICTOR OF STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC AND PRIVATE SCHOOLS
Keywords:
Teaching Behaviour, Students’ Achievement, Schools, Teachers, Public, PrivateAbstract
Teachers’ teaching behaviour plays an imperative role in students’ learning. Growing researches indicate that many school students show poor academic performance due to their teachers’ ineffective teaching behaviour. Unluckily, the knowledge about the dynamic nature of teaching behaviour, its relation with learners’ active engagement and promotion of students’ achievement at school level is rarely investigated in the context of Punjab. To fill this knowledge gap, the current study aims to investigate the effect of teachers’ teaching behaviour on students’ achievement. Data was collected from 960 students representing 04 districts (Bahawalpur, Vehari, Okara and Rawalpindi) of Punjab. Multiple statistical measures, EFA, CFA, mean, correlation, t-test, ANOVA and stepwise multiple regression were applied to measure perspectives regarding teaching behaviour. The results expressed that effective teaching behaviours resulted in better performance of students. The findings also revealed a substantial association between teaching behaviours of teachers’ and students’ academic achievement.References
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Riketta, M. (2002). Attitudinal organizational commitment and job performance: a metaanalysis. Journal of organizational behavior, 23(3), 257-266. https://doi.org/10.1002/job.141
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Rudasill, K. M., Gallagher, K. C., & White, J. M. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48(2), 113-134. doi: 10.1016/j.jsp.2009.11.002
Saeed, M. (2001). A Study of Principal as Instructional Supervisor. Taleemi Zaviyay, Education Foundation, Lahore, Pakistan, 73.
Siddiqui, M. H. (2004). Technology in teacher education. New Delhi: A.P.H Publishing Corporation.
Ulug, M., Ozden, M. S., & Eryilmaz, A. (2011). The effects of teachers’ attitudes on students’ personality and performance. ProcediaSocial and Behavioral Sciences, 30, 738-742. https://doi.org/ 10.1016/j.sbspro.2011.10.144
Yusuf, M. A., & Adigun, J. T. (2010). The influence of school sex, location and type on students’ academic performance. International Journal of Education and Science, 2(2), 81-85. https://doi.org/ 10.1080/09751122.2010.11889992
Afe, J. O. (2006). Reflections on becoming a teacher and the challenges of teacher education. Inaugural Lecture Series 64. Nigeria: Benin City: University of Benin.
Ahmad, M. (2001). To Investigate the Causes of Dropout at Higher Level. Unpublished M.Phil Dissertation, Department of Education, Allama Iqbal Open University, Islamabad, Pakistan.
Ashukker, E. (2010). Modern teaching: its components and elements: University papers issues: 33/34/35, p. 74.
Boit, M., Njok, I., & Chang’ach, J. (2012). The influence of examinations on the stated curriculum goals. American International Journal of Contemporary Research, 2(2), 179-182.
Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership: John Wiley & Sons.
Cameron, C. E., Connor, C. M., & Morrison, F. J. (2005). Effects of variation in teacher organization on classroom functioning. Journal of School Psychology, 43(1), 61-85. https://doi.org/ 10.1016/j.jsp.2004.12.002
Connor, C. M., Morrison, F. J., Fishman, B. J., Ponitz, C. C., Glasney, S., Underwood, P. S., . . . Schatschneider, C. (2009). The ISI classroom observation system: Examining the literacy instruction provided to individual students. Educational Researcher, 38(2), 85-99. https://doi.org/10.3102/0013189X09332373
Croninger, R. G., & Valli, L. (2009). “Where is the action?” Challenges to studying the teaching of reading in elementary classrooms. Educational Researcher, 38(2), 100-108. https://doi.org/10.3102/ 0013189X09333206
Crowther, F., Ferguson, M., & Hann, L. (2009). Developing teacher leaders: How teacher leadership enhances school success. California: Corwin Press Inc, Thousand Oaks
Curby, T. W., Rudasill, K. M., Edwards, T., & Pérez-Edgar, K. (2011). The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament. School Psychology Quarterly, 26(2), 175-188. https://doi.org/10.1037/a0023042
Dahlgren, M. A., & Chiriac, E. H. (2009). Learning for professional life: Student teachers’ and graduated teachers’ views of learning, responsibility and collaboration. Teaching and Teacher Education, 25(8), 991-999. https://doi.org/10.1016/j.tate.2009.03.019
Dusenbery, D. B. (2009). Living at micro scale: the unexpected physics of being small: Harvard University Press.
El-Daw, B., & Hammoud, H. (2015). The effect of building up self-esteem training on students’ social and academic skills 2014. ProcediaSocial and Behavioral Sciences, 190, 146-155. https://doi.org/ 10.1016/j.sbspro.2015.04.929
Gabriel, J. G. (2005). How to thrive as a teacher leader: ASCD.
Haider, S. Z., & Qureshi, A. (2016). Are All Children Equal? Causative Factors of Child Labour in Selected Districts of South Punjab, Pakistan. Journal of New Approaches in Educational Research, 5(1), 3-10. https://doi.org/10.7821/naer.2016.1.132
Harris, A., & Muijs, D. (2002). Teacher leadership: A review of research. Nottingham: National college for school leadership.
Inelmen, E. (2011). Integrating all learning activities around a city study curriculum. Cypriot Journal of Educational Sciences, 6(1), 37-45.
Jochem T. Thijs, Helma M. Y. Koomen & Aryan van der Leij (2008) Teacher–Child Relationships and Pedagogical Practices: Considering the Teacher’s Perspective, School Psychology Review, 37:2, 244-260. DOI: 10.1080/02796015.2008.12087898
Jones, M. G., & Vesilind, E. (1995). Preservice teachers’ cognitive frameworks for class management. Teaching and Teacher Education, 11(4), 313330. https://doi.org/10.1016/0742-051X(94)00036-6
Jones, V., & Jones, L. (2015). Comprehensive classroom management: Creating communities of support and solving problems: Pearson.
Kochhar, S. (2006). Educational and vocational guidance in secondary schools. New Delhi: Sterling Publishers Pvt. Ltd.
Kosimbei, G., Onsuma, E., Muthaka, D., & Ngware, M. (2006). Financing of Secondary Education in Kenya: Costs and Options. KIPPRA Discussion Paper No. 55. Nairobi: Kenya Institute for Public Policy Research and Analysis.
Lewin, K., Wasanga, P., Wanderi, E., & Somerset, A. (2011). Participation and performance in education in sub-Saharan Africa with special reference to Kenya: Improving policy and practice. CREATE Pathways to Access, Research Monograph No. 74. (University of Sussex).
Maulana, R., Helms-Lorenz, M., & Van de Grift, W. (2017). Validating a model of effective teaching behaviour of pre-service teachers. Teachers and Teaching, 23(4), 471-493. https://doi.org/10.1080/ 13540602.2016.1211102
Murphy, J. (2005). Connecting teacher leadership and school improvement. London: Corwin Press Inc.
Opdenakker, M.-C., Maulana, R., & den Brok, P. (2012). Teacher–student interpersonal relationships and academic motivation within one school year: Developmental changes and linkage. School Effectiveness and School Improvement, 23(1), 95-119. https://doi.org/10.1080/09243453.2011.619198
Perry, K. E., Donohue, K. M., & Weinstein, R. S. (2007). Teaching practices and the promotion of achievement and adjustment in first grade. Journal of School Psychology, 45(3), 269-292. https://doi.org/10.1016/j.jsp.2007.02.005
Pianta, R. C., Karen, M., Paro, L., & Hamre, B. K. (2008). Classroom assessment scoring system (CLASS) manual, pre-K: Paul H. Brookes Publishing Company Baltimore, MD.
Pössel, P., Rudasill, K. M., Adelson, J. L., Bjerg, A. C., Wooldridge, D. T., & Black, S. W. (2013). Teaching behavior and well-being in students: Development and concurrent validity of an instrument to measure student-reported teaching behavior. International Journal of Emotional Education, 5(2), 5-30.
Riketta, M. (2002). Attitudinal organizational commitment and job performance: a metaanalysis. Journal of organizational behavior, 23(3), 257-266. https://doi.org/10.1002/job.141
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s selfregulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental psychology, 45(4), 958-972. DOI: 10.1037/a0015861
Rudasill, K. M., Gallagher, K. C., & White, J. M. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48(2), 113-134. doi: 10.1016/j.jsp.2009.11.002
Saeed, M. (2001). A Study of Principal as Instructional Supervisor. Taleemi Zaviyay, Education Foundation, Lahore, Pakistan, 73.
Siddiqui, M. H. (2004). Technology in teacher education. New Delhi: A.P.H Publishing Corporation.
Ulug, M., Ozden, M. S., & Eryilmaz, A. (2011). The effects of teachers’ attitudes on students’ personality and performance. ProcediaSocial and Behavioral Sciences, 30, 738-742. https://doi.org/ 10.1016/j.sbspro.2011.10.144
Yusuf, M. A., & Adigun, J. T. (2010). The influence of school sex, location and type on students’ academic performance. International Journal of Education and Science, 2(2), 81-85. https://doi.org/ 10.1080/09751122.2010.11889992
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2020-01-15
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