Relationship between Teacher’s Behavior and Academic Achievement of Secondary School Students in Punjab, Pakistan

Abstract

The study was conducted to explore the relationship between teachers’ behavior and the academic achievement of students. All Government secondary school students (45856) of district Bahawalnagar, Punjab, Pakistan comprised the population of the study. A sample of 900 pupils was selected by using a stratified sampling technique. A self-developed questionnaire was used for data collection. The academic achievement of the students was assessed by the % age of 9th-class. The validity of the tool was measured by taking the opinion of three experts and pilot testing. The calculated value of the Cronbach Alpha reliability test was 0.888. Data were collected by the researcher through personal visits. Multi-variant regression models were applied for the analysis of the data. The major findings of the research show that 7 components (Clarity, expression, interaction, organization, pacing, disclosure, and rapport) have a significant while 2 components (Speech and teaching aids) did not show significant relation with the dependent variable.