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Chapter 5

The document discusses the importance of teachers in the education system and factors that impact student achievement. It notes that while university enrollment and funding increased in Pakistan, the number of qualified teachers remained low, negatively impacting education quality. Good teacher behaviors like fair treatment of students and maintaining an encouraging classroom environment are linked to higher student achievement, whereas discrimination between students and inconsistent moods can lower performance.

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Amir Afridi
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0% found this document useful (0 votes)
58 views16 pages

Chapter 5

The document discusses the importance of teachers in the education system and factors that impact student achievement. It notes that while university enrollment and funding increased in Pakistan, the number of qualified teachers remained low, negatively impacting education quality. Good teacher behaviors like fair treatment of students and maintaining an encouraging classroom environment are linked to higher student achievement, whereas discrimination between students and inconsistent moods can lower performance.

Uploaded by

Amir Afridi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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DISCUSSION

The teacher who is real pivot of the whole education system and the success of

the whole system directly hinges upon the teaching-learning activities including the

formulation of the instructional aims and objectives. The teacher’s personality and

style of interaction with the students has been reported to be a very crucial variable in

students achievement.

The statistics regarding Higher Education in Pakistan showed that number of

universities and enrolment of students increased. Higher Education got substantial

finances to run their institutions. The students – teacher ratio was reported to be

appropriate while it was indicated that qualified teachers (M.Phil., Ph.D.) were quite

low in numbers, as a result quality of Higher Education in public sector universities of

Pakistan was quite low. In view of this to enter into a research career, a Ph.D. degree

is a minimum requirement. Due to lack of qualified manpower, lack of such

institutions of higher learning where we could train our scientists and teachers. This

idea supported Govt. of Pakistan (1997) that qualified manpower is a pre-requisite for

advancement of knowledge, promotion of socio-economic development of the

country. The availability of such manpower is possible only through institutions of

higher learning having well equipped laborites, properly maintained libraries,

conducive environment in scientific knowledge which could provide leadership and

guidance. The idea also supported UNESCO (1998) that the quality of higher

education is a multi dimensional concept, which should embrace all its functions and

activities, teaching and academic programmes, research and scholarship, staffing,

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students, buildings, facilities, equipment services to the community and academic

environment.

The study results in the light of teachers attitude showed that teachers used

question answer technique properly, dealt with students fairly in examinations,

maintained freedom security and attention in the classroom and judged students

interest through their facial and bodily postures. This idea supported Ahmad (2001)

who viewed that questions are much effective in making class attractive. The teacher

has to decide which type of questioning is suitable in the classroom to provide

feedback to teachers. This idea also supported Iqbal (1996) he expressed that good

teachers are fair in their dealing with students. Reddy (1992) also supported by this

idea he expressed that the most important duty of a teacher is character building. He

should be a model of unity, faith and discipline. In order to inculcate the sense of

integrity, cooperation, patriotism and self-respected, he has a display in the form of

students attitude.

Teachers expressed that they like to increase their income after duty time but

not from tuition. They admitted that non-competency of teachers were the causes for

declining standard of education. Majority of the teachers held that they treated their

students without discrimination, they guided and appreciated students to adopt good

manners and habits. They wrote articles/books for the convenience of their students.

They gave feed back to the students with constructive criticism and guided students

how to use spare time. They focused their attention on character building of students.

The study results showed that teachers performed their duties regularly. They

established link between previous learning with present learning and check
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assignments in time, encourage the students in co-curricular activities and increased

participation after getting proper time to answer the required questions

This idea supported Smith and Smith (1994) that teachers can shape the views

of the people more directly than they can of the public in general. They can attain

earned status by performing in a way that commands the respect of people who see

them in action every day. Although teacher's status and pay are not likely to increase

enough to become significant satisfiers, they need to be dissatisfies. Anyone who

seeks challenging what that offers opportunities for personal growth along with social

significance would do well to consider a career in education. Trendall (1989) also

supported by this idea, he reported that there is considerable correlation between

teachers’ salaries and teaching efficiency. The teachers who receive lower salaries are

less likely to remain in the profession. This idea not supported Ahmad (2001) he

revealed in his study that hardly a quarter of the college teachers have published any

article and hardly ten percent any book. Even among university teachers the situation

is highly unsatisfactory. One third of them have not published any article and about

three fourth did not publish any book.

The teachers expressed that they were more respected than others. Their

students did not complaint against to the head of the institution. Majority of students

opined that their teachers were competent, friendly, approachable, well prepared to

deliver the lesson, provided relevant information, confident and well dressed. These

qualities of teacher’s behaviour, increased the performance of students. When anyone

become a teacher, society will accord him respect because it values the worth of what
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he do. He will be considered a professional, someone with specialized training and

skills that can be used to benefit others.

This idea supported Evans (1965) he stated that pupils appreciate others

qualities more, and they like teachers to be patient, friendly and fair with a sense of

humor and willing to answer questions. These are qualities, which affect the

atmosphere of the life in the classroom and make it comfortable place in which to

work. This idea also supported Sadkar (1997) that teaching is not an insignificant,

paper shuffling kind of a job. It has meaning, worth, and value. It gives the

opportunities to touch a young and impressionable life of and make it better. Today's

teachers like doctors and lawyers are generally considered to be professionals. They

are credited with having professional knowledge, are given considerable autonomy in

their work, and have developed a code of ethics. Like other professionals, they supply

a social service that is largely dependent on intellectual abilities. This idea supported

Smith and Smith (1994) they reported that whoever adopt teaching as a profession

assumes that obligation to conduct him in accordance with the ideals of the profession.

A teacher is constantly under the scrutiny of his students and the society at large.

Therefore, every teacher should see that there is no incompatibility between his

precepts and practice. The national ideals of education which have already been set

forth and which he/she should seek to inculcate among students must be his/her own

ideals. The profession further requires that the teachers should be calm, patient and

communicative by temperament and amiable in disposition.

The study results in the light of student’s attitude showed that their teacher did

not discourage and insult students in front of the whole class. They answered the
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students’ questions confidently and their positive behavior increased the academic

achievement of the students. But the students complained that their teachers behave

more nicely to some students. Their teaching mood became upset to clean the white-

board, which was left unclean by the previous teacher.

This idea supported Bhatia (1977) he presented the list of qualities of teachers

which made them not only popular but also effective with pupils. They are: pleasant,

kindly disposition, with a sense of humor, cheerful and inclined to keep the class

cheerful; interested in pupils, eager to render help in difficulties, keen to encourage

them in their enthusiasm and interests; ready to clarify things whenever approached,

tolerant of pupils faults, willing to repeat and simplify parts of lessons not understood;

alert, active and full of enthusiasm for the task and the company of pupils; has no

favorites and is not prejudiced against any; maintains discipline, is firm but not harsh;

is presentable in health, appearance and dress.

The study results showed that for improving the impact of teacher’s behavior

on the academic achievement of university students, no discrimination in students

should be maintained. This idea supported Murray and Stabler (1974) who reported

that teacher’s behavior was directly related with student’s achievement. This idea also

supported Stake and Norman (1985) they viewed that teacher’s behavior was

positively associated with academic achievement. This idea supported Lecky (1945)

he reported that low academic achievement might be related to a student’s self –

perception of being unable to learn academic material. The idea was suggested that

academic achievement may not be simply an expression of students’ intelligence, but

of students’ perception of their intelligence, which when positive helps them feel
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confident and able, but when negative makes them feel hesitant and uncertain. Once a

student’s self-concept of ability has evolved in a certain direction, the tendency seems

to be to make choices that work to reinforce the validity of that self-concept. This idea

also supported by Mohanty (1979), he reported that healthy teacher –students

interaction has a significant positive effect on the academic performance on the

students. This idea supported Spence (1983), he reported that achievement has been

defined as “a task oriented behavior that allows the individual’s performance to be

evaluated. Academic achievement is measured in different ways, e.g. with the help of

achievement test, teacher’s ratings, and grade point averages.

Teachers expressed that priority wise, punctuality, honesty and hard work are

important qualities of teachers while students viewed that friendship, confidence and

competency are important qualities in the behaviour of good teachers. Students

suggested in their preference that teachers should come in the class well prepared.

Teachers suggested in their preference that indiscriminately behaviour of the teacher

increase the academic achievement of the students. Teacher expressed that major

causes which affected the academic achievement of the students were frankness with

students helping students at any rate and disorganization in record keeping.


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SUMMARY

The main purpose of the study was to examine the impact of teacher’s

behavior on the academic achievement of university students. Population of this

study consisted of all public sector university teachers and students of Pakistan

enrolled in higher education programmes. Due to limited time and available resources

with the researcher, study was delimited to the students enrolled in session 2004-2005

and semesters during same session of public sector universities. Fifteen public sector

universities with five departments were selected randomly, further five teachers and

twenty students from each department were selected randomly comprising 375

teachers and 1500 students.

As the study was descriptive in nature therefore, two questionnaires one for

teachers and one for students were used for data collection. Researcher developed

these questionnaires using five-point Likert scale on the basis of literature, related

researches and with the help of supervisor. Questionnaire of teachers was consisted of

49 items and three open-ended items. The other questionnaire of students was

consisted of 38 items and two open ended items. Open-ended items were kept in both

questionnaires to inquire some related factors and collect suggestions for improvement

of teacher’s behavior.

To validate questionnaires, items were reviewed by the panel of experts. It was

requested to amend the items, in format and language to make the questionnaires

simple and understandable and then finalized the questionnaires. So initially

questionnaire of teachers was administered on 150 teachers and the second

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questionnaire of students was administered on 120 students in five universities i.e.

University of the Punjab Lahore; Government College University Lahore; University

of Education Lahore; University of Arid Agriculture Rawalpindi and International

Islamic University Islamabad.

The researcher personally visited and administered relevant questionnaire and

respondents were requested to give their suggestions freely for the improvement of

questionnaires. For determining the validity of teacher behaviour questionnaires

viewed by teachers and students, item analysis to total Pearson correlation was

computed. For determining the reliability of these questionnaires, Cronbach’s Alpha

was applied to calculate internal consistency of items. Results of the pilot testing were

analyzed using the Software Package for Social Sciences (SPSS) version 11.0.
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CONCLUSIONS

In the light of objectives of the study the statistical analysis and findings of the

study, the following conclusions were drawn:

1. The statistics provided by HEC (2005) showed that at present there are 55

universities/degree awarding institutions in Pakistan. There were 232,401,

276,484 and 362,128 students enrolled in these institutions during the year

2001-02, 2002-03 and 2003-04 respectively. Total numbers of students

produced (passed) during the same years were 83998, 98296 and 106214.

Supposing 2001-02 as a base year students (pass percentage) decreased from

17.02 to 8.06 during the year 2002-03 and 2003-04, respectively. There were

10,471 faculty members in the year 2003-04 for teaching 20,2871 students,

which showed that student-teacher ratio, remained appropriate. The ratio of

M.Phil. and Ph.D. faculty members in public sector universities other than

distance learning were 9.73 and 24.34 during the year 2003-04 which showed

that the ratio of highly qualified teachers were very low to enhance the quality

of higher education in public sector universities of Pakistan.

2. Expenditure per students during the year 2001-02, 2002-03 and 2003-04 was

Rs.16359, 30293 and 28391 respectively. Funds provision by Higher

Education Commission to the public sector universities showed an increasing

trend. Funds provided during the years 2001-02, 2002-03 and 2004-05 were (in

million) 3801.912, 8375.523, 10281.288 and 14319.546, respectively. Both

development and non-development funds were recorded an increasing trend

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which showed that increasing number of universities was financed properly.

Universities were generating 43 to 44 percent of total budget from their own

resources.

3. Majority of teachers opined that they felt proud and preferred teaching

profession than any other profession, for themselves, their children and for

their family members. They adjusted themselves within prevailing situation

and circumstances by striving for continuous improvement of knowledge and

skills. They prepared their lesson adequately by using different teaching aids.

Majority of the both teachers and students held that teachers used different

motivational techniques such as observation, rating scale, peer appraisal and

check list for assessing the students. They consulted latest researches, guided

students friendly, used library and also encouraged the students to use it.

4. Majority of the teachers expressed that they solved their teaching learning

problems through action research, they used question answer technique

properly and different evaluating techniques and awarded marks in

examinations fairly. The also opined that they showed interest and respect for

the students, maintained freedom, security, attention in the classroom during

the lesson and valued the facial and bodily postures of students to judge the

interest of the students in learning. Majority of teacher respondents viewed that

they liked to increase their income after duty time. They considered that

private tuition as a professional dishonesty. They also expressed that the results

of the students determined the competency of teacher. They also admitted that
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teachers were responsible for declining standard of education. They related the

subject matter with real lives of the students.

5. Majority of the teachers attitude showed that they were respected more than

others. They viewed that students were treated without discrimination, students

were guided and appreciated to develop the sense of humour, students were

helped to acquire good manners and habits. Majority of the teachers expressed

that they wrote articles/books related to their subjects. They participated in

professional development activities. They established healthy relationship with

parents of the students. They gave feedback to the students with constructive

criticisms, suggested students to use spare time nicely and focused on character

building of the students.

6. Majority of the both teachers and students opined that teachers followed time

table strictly and performed their duty regularly. They established link between

previous learning with present learning and check assignments in time. They

viewed that they participated in co-curricular activities and encouraged the

students and they used tests only for promoting students. They gave proper

time to get answer from students to increase their participation. Majority of

the teachers expressed that their students did not complaint against them to the

head of the institution. Majority of the students expressed that their teachers

had command on their subjects, they come and left the class on time they were

friendly and approachable, they came in class well prepared by starting lesson

in an appropriate manner and finishing it in a planned way.


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7. Majority of the students opined that their teachers provided relevant

information, but behaved more nicely to some students and favoured unduly.

Majority of the students held that their teachers were confident, competent and

well dressed. They viewed that their teachers used reference books to prepare

notes, used satisfactory teaching methodology. The students also expressed

that their teachers listened them patiently, used their voice effectively, came in

class with happy mood and made classroom environment conducive for

learning. Majority of the teachers expressed that it was easy for teachers to

make eye contact and passed smile in the class. They held that white board left

unclean by the previous teacher upset their teaching mood.

8. Majority of the students opined that their teachers did not discourage and insult

students in front of whole class. They did not became nervous on asking

questions during teaching, students also viewed that their teachers were not

involved in different indiscipline activities. The study revealed that teacher’s

behaviour towards their students affects’ the academic achievement. Higher

positive teacher behaviour towards the students led to higher students

academic achievement.

9. Majority of the both teachers and students indicated that important qualities of

teacher’s behaviour were punctuality, honesty, hardworking, friendly,

confident and competency. Majority of the teachers indicated that frankness

with students, helping students at any rate, lenient treatment, little tolerance,

strict, moody, aggressive attitude, non punctuality, lack of will power, lack of
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confidence, anger confusion and lack of communications were causes which

affected academic achievement of university students.

10. Majority of the respondents expressed that for improving the impact of

teacher’s behaviour on the academic achievement of the university students, no

discrimination in students should be maintained.


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RECOMMENDATIONS

In the light of findings and conclusions of the study, following

recommendations were made:

1. The study results reveal that there was lack of M. Phil. and Ph.D. teachers

in the public sector universities of Pakistan, resultantly there was low level

of pass percentage of students. So it is recommended that to increase the

pass parentage of students, highly qualified teachers in public sector

universities of Pakistan be appointed.

2. The study results show that teachers are responsible for declining standard

of education. The main reason is that teachers income level is very low that

is why they want to increase their income but not from tuition which they

considered a professional dishonesty. It is therefore recommended that

teacher’s salaries be increased at the level where they need not to take

interest in income generating activities. The universities may increase their

income by conducting research projects with the collaboration of industries

and other departments. In this way, the generated income be used to

enhance the salaries of teachers. Financial compensation may change

teacher’s behaviour and their performance. Resultantly, they be motivated

to use their extra time to guide their students.

3. The study result found that students do not complaint against their teachers

to the heads of department. It is therefore recommended that students be

encouraged to point out reasonable shortcomings of their teacher’s

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behaviour before the heads of the departments so that heads of departments

may take steps to remove the deficiency of teachers. In this way undesired

behaviour of teachers may be minimized resultantly the academic

achievement of the students can be increased.

4. The study results revealed that white board left unclean by the previous

teacher upset their teaching mood. It is recommended that heads of

department be issued instructions to the teachers teaching under their

control, not left white board unclean. In this way the teacher’s time can be

saved and their behaviour can make classroom atmosphere pleasant which

is indispensable to increase the performance.

5. The study results as viewed by the students showed that their teachers

behave more nicely to some students and favour them unduly. It is,

therefore, recommended that teachers undue favouritism be discouraged.

There should be a check by the heads of departments to make it possible

that some students may not be favoured without merit.

6. Study results revealed that punctuality, honesty, hardworking, friendly,

confident and competence are more important qualities of teacher’s

behaviour like wise frankness of teachers with students and helping

students at any rate, lenient treatment, little tolerance, strict, moody and

aggressive attitude, non punctuality, lack of will power, lack of confidence,

anger, confusion and lack of communications are causes which affect

academic achievement of the university students. It is therefore,


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recommended that teacher’s behaviour be changed in such a way

that the causes which affect the academic achievement can be

overcome. These causes can be improved by introducing the

subjects (Ethics and Behaviourism) in teacher’s training.

7. Correlation between teacher’s behaviour and students academic

achievement showed that they were highly positive correlated. So

positive teacher’s behaviour development should be emphasized in

teacher training. The training should be based on psychological

guidance for which can improve the teacher’s behaviour. Before

recruitment the teacher should go through a rigorous behaviour

measurement process, resultantly teacher can create positive

behaviour towards students, which is better for their academic

achievement.

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