EFFECTS OF TEACHER

ATTITUDE ON STUDENT
BEHAVIOUR

Iqra Nasir Malik

Roll No. BJ657911

Submitted in partial fulfillment of the requirements for

B.Ed. (1.5 year) program in Education
at Department of Education
FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
June, 2018

© Iqra Nasir Malik, 2018

 Faculty of Education
Allama Iqbal Open University, Islamabad

APPROVAL FORM
The research project attached hereto, titled “EFFECTS OF TEACHER ATTITUDE
ON STUDENT BEHAVIOUR” Proposed and submitted by Iqra Nasir Malik Roll No
BJ657911 in partial fulfillment of the requirements for the degree of B.Ed. (1.5 year)
(Teacher Education) is hereby accepted.

Supervisor:

(Aisha Kiran)

Evaluator:

Dated: _________________________

ii
 DECLARATION

I Iqra Nasir Malik Daughter of Malik M. Nasir

Roll No. BJ657911 Registration # 16-PCL-02356

A student of B.Ed. (1.5 year) programme Science Education at Allama Iqbal Open
University do hereby solemnly declare that the research project entitled

“EFFECTS OF TEACHER ATTITUDE ON STUDENT BEHAVIOUR”

Submitted by me in partial fulfillment of B.Ed. (1.5 year) programme, is my original work, and has not
been submitted or published earlier. I also solemnly declare that it shall not, in future, be submitted by me
for obtaining any other degree from this or any other university or institution.

I also understand that if evidence of plagiarism is found in my thesis/dissertation at any stage,

even after the award of a degree, the work may be cancelled and the degree revoked.

Date: Signature of Candidate

Iqra Nasir Malik

Name of Candidate

iii
 Research Project Submission Approval Form
(Aisha Kiran)

Research Project entitled EFFECTS OF TEACHER ATTITUDE ON STUDENT BEHAVIOUR

Submitted by Iqra Nasir Malik Roll No. BJ657911

Registration No. 16-PCL-02356 Programme B.Ed (1.5 year)

Has been read by me and has been found to be satisfactory regarding its quality, content, language,

format, citations, bibliographic style, and consistency, and thus fulfils the qualitative requirements of

this study. It is ready for submission to Allama Iqbal Open University for evaluation.

Aisha Kiran
Name of Supervizor

Date: ____________________

Signature of Supervizor

iv
 EFFECTS OF TEACHER
ATTITUDE ON STUDENT
BEHAVIOUR

ABSTRACT

The emphasize of student centered educational topics is usually on the effect of

teachers’ attitudes on students’ behavior with a lack of lifespan growing

perspective. A teacher with his attitudes and behaviors and furthermore with his

teaching approaches, offers his students to gain a mentally healthy personality and

to have a new clear world view by leaving unforgettable traces on them. This

research illustrates how attitudes of teachers affect the personalities and

performances of students. This study will provide an understanding of education

and the dynamics of relationship between teachers and students beyond the

limited areas of classes and courses. Sample group of research consists of totally

353 students from different department of education sector including private and

public. By giving a questionnaire, the students were asked to give samples of their

primary school, elementary school and secondary school and teachers’ positive

and negative attitudes and behaviors as well as to tell how it effects their

personality development and performances by giving samples. The most

important findings of the research evidenced that teachers’ positive attitudes have

positively influence students’ personality as well as their life performances. Based

on these findings teachers’ role in lifespan education as beyond a simple

knowledge transformation is discussed.

Key Words: Personality Development, Positive Attitude, Negative Attitude

v
 TABLE OF CONTENTS
Chapter Page

1. INTRODUCTION 1

1.1 Statement of the Problem 1

1.2 Research Objectives 2

1.3 Research Questions 2

1.4 Sample 2

1.5 Research Instrument 2

1.6 Data Collection and Analysis 2

1.7 Decimation 3

1.8 Sampling Technique/Design 3

2. REVIEW OF RELATED LITERATURE 4

2.1 Teacher 4

2.2 Responsibilities of Teacher 4

2.2.1 Leadership and inter Cooperation 5

2.2.2 Teaching students practice of skill and

knowledge that are worth studying 5

2.2.3 Preventing students from dangers and harms 6

2.2.4 Advise students to be well-behaved and polite 7

vi
 2.3 Attitude of teacher and its effects on students 7

2.3.1. Educational outcomes due to teacher misbehavior 8

2.3.2. Mental outcomes of teacher misbehavior 8

2.4 Causes of teacher attitude 9

2.5 Background Studies 10

2.6 Literature Review 14

2.7 Summary 19

3. RESEARCH METHODOLOGY 25

3.1 Types of Research 25

3.2 Population 26

4. DATA ANALYSIS AND INTERPRETATION 31

4.1. Data Collection and Analysis 31

4.2. Validity and Reliability 33

4.3. Analysis of Data 33

5. SUMMARY, FINDINGS, CONCLUSION AND 34

5.1. Conclusion 34

5.2. Finding and Recommendations 35

5.5 Recommendations 36

REFERENCES 37

vii
LIST OF TABLES

Table Name Page No.

Table 3.1 Features of Qualitative & Quantitative Research 26

Table 4.1 Effects of teacher Attitude on Student 32

Table 4.2 Questionnaires 33

viii
 LIST OF FIGURES

Figures Page No.

Fig.3.1 Effect of Teacher positive attitude on student’s behavior 28

Fig 3.2 The effects of teachers’ positive attitude on students’ behavior 29

Fig 3.3 The effects of teachers’ negative attitude on students’ behavior 30

Fig 3.4 The effects of teachers’ negative attitude on students’ personality 31

ix
 CHAPTER 1

INTRODUCTION

The Science of Education is an area of expertise formed based on two notions,

“education” and “instruction”. Education is the activity that aids new generations

obtain the necessary information, ability, attitude and understanding and develop

their character while preparing them for communal life. Teaching, on the other hand,

is the process in which the individual develops talents (obtained during the education

phase) in proportion to their capacity. The most important factor in education and

teaching activities is the teacher. A teacher, in the most general terms, is a person

working in educational institutes who enables students to reach cognitive, sensory

and behavioral aim and gains within the range determined by the educational system.

1.1. STATEMENT OF THE PROBLEM

Children are considering to be future of a nation. Without giving proper care to

children; it is impossible to achieve the desired goals of development. As we all

knows that development can be attained through competent people and with

quality education we can bring this competency. For the proper nourishment of a

1
child; there is a cooperative and expressive family environment as well as effective school and

classroom environment is required. School experience after family has remarkable effects on

emotional, personal and social development of children. It’s school or classroom that is

considered as a place of learning, socialization, self- expression and development for

children. At this point teachers seem to have utmost importance to play their role positively

in the development of a nation or country by producing quality students and that of quality

education.

Keeping in view the mentioned reality, this research study focuses on the numerous impacts of

teacher attitude on the student’s behavior. Effective results can be achieved about the

development of children (students) through positive attitude of the teacher. Negative attitude,

given by the teachers to students in classrooms is one of these threatening factors, which affect

students psychologically, socially and in long term their academic career and performance is

affected as well. Negative attitude causes students‟ mental activities to reduce, play truant from

school, increase in reacting against to existing social system, loss of self-confidence and

boldness, creates cramming qualities in students overturn to aggression. Furthermore; the

students feel humiliation and impinge in inferiority complex that causes less intelligence.

Teachers and even children do not know the consequences of teacher attitude. This thesis is an

attempt to investigate the impacts of teacher positive and negative attitude on students‟

behavior and academic performance/career, psyche and personality development in long terms.

2
1.2. OBJECTIVES

To identify and record various impacts of teacher attitude on students behavior.

To explore various psychological impacts of teacher attitude on students

personality development.

1.3. RESEARCH QUESTIONS

RQ1: Which are the attributes in teacher attitude that effect the student behavior

of the students at any level of education?

RQ2: What are the effect that student experiences due to attitude in teachers?

1.4. SAMPLE GROUP

The sample group for this research includes 353 students from the education

departments of govt. of Punjab Pakistan. Sample group, including 56.45% are

female and 43.6% are male.

1.5. INSTRUMENTATION

In this research qualitative data has been collected about the effects of positive and

negative attitudes and behaviors of teachers on the student’s behavior. For this

purpose, 353 students were chosen randomly and asked questions about the attitude

and behavior of their teachers during primary school, middle school, high school and

how these affected their personality development and success. The students were

also asked to explain with examples.

3
1.6. DATA COLLECTION AND ANALYSIS

The participants’ expressions were subjected to meta-analysis. The findings and

results of the research are presented in tables and graphics to provide visual ease.

Participants generally describe teachers’ positive attitude as compassionate,

understanding, helpful, seeing the student as an individual, being friendly and

interested, communicating, being genuine and tolerant, supporting, motivating and

encouraging participation in social events. Teachers’ negative attitude is listed as

discrediting, vengeful, too disciplined, uninterested, favoritism, being angry, not

caring, being intolerant, not understanding and being inconsistent.

1.7. DELIMITATION

This research only focuses on primary and secondary level student and its mental level

problems it faces due to the teachers attitude i.e., the growth of child due to teacher

behavior either its positive or negative.

1.8. SAMPLING TECHNIQUE/DESIGN

Sampling techniques can be classified into one of two categories:

▪ Probability Sampling: Sample has a known probability of being selected

▪ Non-probability Sampling: Sample does not have known probability of being

selected as in suitability or intended response surveys.

4
 CHAPTER 2

Review of literature

This chapter contains the review of the existing problems that effects the student

performance on primary and secondary level. The comparison of the effects will also be

done. It will be proved that teacher attitude effects the student performance at early

stage of its life.

2.1 TEACHER

The word "teacher" means as he or she looks after or supports benefits of students.

1. It means "teacher" as he or she is value being served and looked after

respectfully by students, who wish to learn practice of skill.

2. It means "teacher" as he or she can teach students without censorship anything.

3. It means "teacher" as he or she is worth being served and looked after at present.

According to these definitions, the term "teacher" means the person who teaches

preparation of skill, the person who rebukes students, the person who supports

benefits of students and the person who is there for being served and looked after.

5
2.2 Responsibilities of Teacher

Teacher is a role model in society. Students copy their teacher in every field of their

life. Teacher is not only responsible to educate the students, it is responsible for

accountability of the children. By observing the society there are some

responsibilities that are discussed below except to educate them.

2.2.1 Leadership and inter Cooperation

It is responsibility of teacher to treat the student as a leader. For a leader each person

under its guidance is equal. Teacher show respect for their students, develop strong

communication and interactive skills, and build effective organizational strategies

encourage students to feel supported and adoptive among students a commitment to the

school and to their class responsibilities.

In Canada study of beginning teachers, found that having a rule who supported a

cooperative school culture moderated some of the challenges that teachers faced. In a

study of nine new teachers in small urban schools, it is found that while the new

teachers valued the opportunity to know their colleagues, students and administration as

well, they received little syllabus support from administrators and had disorganized

mentorship experiences. Research supports the idea that the school environment that

leaders adoptive and the support that they provide play a important role in teachers’

decisions to remain in their positions. Therefore, leaders must examine the leadership

structure within the school to limit if they are sufficiently meeting the needs of teachers,

particularly those who are new to the profession.

6
 2.2.2 Teaching students practice of skill and knowledge that are worth studying

Supporting new ideas of student and school is one of the responsibilities of the teacher.

Teachers should teach their students’ knowledge and skill that they should know. In

teaching their students, teachers must have kindness, interest and kindness. A teacher is

said to be a good teacher only when it has goodwill. In their work, teachers should give

an education with good wish to their students to be perfect and skillful in the theme.

They should explain the topic to their students patiently if they do not understand

instructions. They should create and use teaching methods that are easy to appreciate

for their students. Interest in a job is called hobby. Moreover, teachers should have

kindness in addition to favor and hobby. Even though they are teaching their students

with goodwill, it may not be the way as they desire when their students are not quick

and when they are not interested in their lessons. Teacher should not beat the student if

it asks for knowledge or if it want to understand the lesson again. It is an important

point that teachers should accept in mind though they have irritation with sympathy.

Therefore, they should understand and forgive their students without being down-

hearted, regarding them as stupid persons and fools.

2.2.3 Preventing students from dangers and harms

Teachers should prevent their students from dangers and harms. As teachers are older

than students, it is sure that they have more experience and moral lessons than their

students. Students may get into trouble as they have fewer experience and moral

lessons than their teachers and they are not ones who can discriminate the things.

7
Teachers have responsibilities to prevent their students from harms and dangers.

Preventing like this is preventing their students from dangers outside. Moreover,

teachers must prevent their students from dangers inside. Some students have mental

feelings and are possessed harm by a person having bad desires which are dangers

inside. Teachers have to prevent their students from those dangers, guiding them with

the help of basis of the rules and principles defined at the time of joining this

profession.

2.2.4 Advise students to be well-behaved and polite

Advising students to be well-behaved and polite means teaching and advice

them how to live and have to eat, how to choose the friends and how to

cooperate with the different people in society. Islam teaches advice rule as a

first one because it is the most important in the relationship between teachers

and students. It is found that there are two ways of advice students: spoken

expression and mouth. Most people generally say that advice with stick is bad,

but in this society, it is not definitely correct. Sometimes, teachers must advice

students with stick necessarily. There may be advantages by advice students

with stick. Moreover, there are some disadvantages by doing so as they do not

understand teachers' kindness.

Therefore, teachers should not do the work of advice the students with stick

inaccurately, regarding easily. Specially, teachers should avoid ways of advice

students that make them be put to shame. In advice students, they sometimes obey

their teachers whatever they say. Sometimes, they do not obey their teachers. Even

8
though teachers advise students for their assistances, they feel sorry and upset when their

students do not follow and listen them. They feel eager and happy when their students listen and

follow their instructions in practical life.

2.3 ATTITUDE OF TEACHER AND ITS EFFECTS ON STUDENTS

Attitudes and views are important concepts in understanding teachers' thought

procedures, classroom practices, change, and learning to teach. Teachers are

fundamental to student observations of learning, helping or hindering student learning.

Several studies focused on identifying the relations between teachers and students that

most effect the quality of their teaching and education they gained. Some of the

qualities that lead to effective relationships are positive friendliness, sincere attitude,

diplomacy of teaching, teacher proximity and teacher control, teacher confidence and

awareness, and low difference treatment. Deficiency of any of these behaviors may

negatively effect to students. When students observe their teachers as misbehaving,

many negative outcomes can arise. These outcomes can be categorized as: educational,

emotional, and drastic consequences.

2.3.1 Educational outcomes due to teacher misbehavior

Teacher misbehavior is a demoralizing factor apparent by the students as central to

their lack of inspiration. Students whose teachers were apparent as misbehaving

experiences a higher level of negative affect toward their subject. In addition,

highly sharp teachers negatively influence the educational development of low

achieving pupils.

9
2.3.2 Mental outcomes of teacher misbehavior

It is defined emotional damage in schools as ‘‘any disciplinary or motivational

practice that psychologically hurts children’’. These include embarrassment,

rejection, extreme specialist, and other disciplinary techniques based on fear and

pressure. All these misbehaviors can develop a bunch of indications, such as

fearful traits, habit sicknesses, behavior variations, shyness, withdrawal from

education intimidation, anxiety or impulsive behavior. These indicators may be

temporary or may last in child’s entire life. One of the students in visited schools

provided an understanding description for a shocking event caused by one of her

teachers: ‘‘it is like throwing a stone in a river. For a couple of moments, the water

waves which affects the initial calm, but after a few moments everything returns to

normal. Yet, at the bottom of the river something has changed, a stone appeared,

and it will remain there forever’’. The lasting effects occur specially when teachers

misbehave in front of primary and secondary school children who are more

emotionally weak than older students. Additionally, several complaints appear to

be related to lack of teacher social support. It confirms the assumption that there is

a link between lack of teacher support and musculoskeletal complaints. Also, the

anxiety of some children when confronted with school stress due to teacher

misbehaviors leads to anxiety related physiological manifestations.

10
2.4 CAUSES OF TEACHER ATTITUDE

A long tradition of research on teacher expectations has shown teacher

expectations about the academic abilities of students to apply small but significant

effects on the achievement of students. Teacher hopes can be defined as judgments

about individual students regarding their academic achievements. Biased teacher

observations of students can affect just how teachers relate with their students and

also can affect the activities and instructional opportunities offered to students,

which may affect the academic achievement of students. However, lower teacher

expectations for certain groups of students may be not only the result of accurate

judgments of individual students but also the result of group disgracing and

labeling by teachers. Here disgracing means that a negative attitude is adopted

with regard to a group in general as opposed to basing one’s judgments on the

specific characteristics of students. Whereas expectations reflect perceptions of

individual students, attitudes reflect labeled judgments about groups and can be

considered a characteristic of the person holding that attitude. Negative group

evaluations or stigmatization can bias teacher perceptions of individual students.

The effects of teacher expectations, moreover, have been found to be significantly

stronger for disgraced groups of students, including ethnic minority and low

achieving children, than for children from the general school population. Students

with weak mentality may also be inclined to group disgracing because of the label

“weak”; that is, the label “weak” may lead to excessively or incorrectly low

11
 teacher expectations for such students. Low expectations can indeed arise because

of labeling effects or group labeled. That is, the application of a group label to a

specific individual can influence how the perceiver judges the person in question

(i.e., expectations). Many different sources of group labeling exist. Perhaps,

student with weak mentality could also be disgraced as a group, which can lead to

lower teacher expectations for individual students with weak growth and possibly

lower student achievement as a result.

Within the context of the present study, teacher attitudes toward weak students in

general may influence their expectations regarding individual students with

weakness of teacher. Unknown at this point is to what extent differences between

teachers in their attitudes.

2.5 BACKGROUND STUDIES

The Science of Education is an area of expertise formed based on two notions,

“education” and “instruction”. Education is the activity that aids new generations

obtain the necessary information, ability, attitude and understanding and develop

their character while preparing them for communal life. Teaching, on the other hand,

is the process in which the individual develops talents (obtained during the education

phase) in proportion to their capacity. The most important factor in education and

teaching activities is the teacher. A teacher, in the most general terms, is a person

working in educational institutes who enables students to reach cognitive, sensory

and behavioral aim and gains within the range determined by the educational system.

12
In our day a modern teacher surpasses this definition as well. The teacher has gone

beyond just teaching class, giving lectures, making exams and giving grades; the

teacher also takes on the roles of organizing, managing, counseling, observing and

evaluating. The teacher also has an important role in influencing the society, creating

a sound foundation towards the future of society and ensuring the continuation of

such actions .

After the family, school is the first basic socialization institution for the child. Apart

from the parents, it’s the student’s teacher who is effectively in the front seat

regarding his/her personality development and both academic and social

performance. The understanding of modern education in our day lays the duty and

responsibility of being effective in not just the child’s intellectual development but

also character development solely on the shoulders of the teacher. The fulfillment of

this responsibility is only possible through the teacher’s being able to develop

healthy personality values themselves as well as providing efficiency in their

relationships with students to allow them to develop their personality freely.

The abilities and characteristics that are necessary to be a good teacher are also the

same factors that define a good education. A good teacher has eight basic

characteristics, which are; Knowledge of material; Decision making; Critical though

and problem-solving ability; Self-understanding and self-correction; Reflecting;

Recognizing students and knowing students learning needs; Applying new finding in

education; Teaching and communication ability.

13
We can gather these properties under two headings. The teacher who thinks critically

and the self-governing teacher. A teacher who realizes that the nature of knowledge

and abilities directly affects his/her students and surroundings takes responsibility for

his/her own knowledge and abilities, creates positive relationships with his/her

students and can relay these to students in the most efficient manner.

In this whole process, the effect of the teacher in the personality development and

success of students is a fact that cannot be overlooked. The teacher, through either

positive or negative attitude in communication with students and in how he/she

reflects this, directs the shape of their lives, has a positive or negative effect on the

attitude shown toward themselves or the public in general, affecting development of

the ability to communicate research and be creative. The behavior and approach of

the teacher is directly accepted and copied by students, which puts great

responsibilities on the teachers. Studies performed in the current day clearly show the

effect on students of mutual interaction in teacher-student relationships, teachers

approach regarding students and especially the perception of this by students.

For a teacher, being able to interact with the student and display positive behavior

such as asking questions, understanding their thoughts, showing interest and

appreciation increases the students’ motivation and success. While working towards

providing students at a certain development level information, experience and

behavior on a certain topic, teachers become role models for students by way of their

own behavior and attitude. Positive attitudes lead to success while negative attitudes

14
lead to failure and as a result success can lead to positive ego attitudes while failure

leads to negative ego attitudes. For example, if the teacher engages in belittling

comments towards a student due to his/her failure, the negative effects of this will be

inevitable .

In Frymier’s study concerning the effect of positive teacher behavior on the student’s

motivation level, the author has concentrated on certain behaviors for teachers such

as giving feedback for student works, complimenting, wanting to listen to students

and being interested. The results of the study show that teachers’ non- verbal actions

such as smiling, having a relaxed stance, various gestures and facial expressions

come first in improving the learning experience for students whereas the topic of the

class itself comes in second.

The student’s performance is not completely the result of their work; performance is

affected by many factors and the first one is the attitude of the teacher. A positive

attitude from the teacher affects the student’s motivation, attitude towards school and

school work, the student’s self-confidence and as a result personality development.

Teaching is much more than saying and explaining . One of the most basic principles

of teaching abilities is supporting of the student by the teacher and for the teacher to

put for their positive expectations in order to motivate the student to learn. While the

positive behavior of the teacher allows him/her to create a positive relationship with

students, it also allows for the teacher to dwelve on the positive behavior of students

as opposed to the negative, taking on a reinforcing role as well.

In the education system, a condition of being a good educator is knowing the

15
communication process well. The teacher who tries to understand students’ emotions

such as interest, fear, and worry, supports students’ social activities, appreciates,

approves of and compliments them for activities he/she finds of value will make the

students feel that they are being thought of, loved and aided, and that the teacher is

working for their good. Students of such a teacher will, taking the teacher as a role

model, in turn be considerate of others, running to the aid of others, maintaining good

relations and positive attitudes .

In this research, it is expected that students whose teachers displayed positive attitude

and behavior will state that these in turn had a positive effect on their character

development and success while negative attitude and behavior by teachers had a

negative effect on their character development and success.

2.5 LITERATURE REVIEW

Theories of teaching and learning have long lasting and important role in making

students behavior. A positive and Supporting attitudes of teachers develop core

academic skills. In their conceptualization of high-quality teaching, Pianta and Hamre

describe a set of emotional supports and organizational techniques that are equally

important to develop positive behavior in students. In author posit that, by providing

“emotional support and a predictable, consistent, and safe environment”, teachers can

help students become more self-reliant, motivated to learn, and willing to take risks.

Further, by modeling strong organizational and management structures, teachers can

help build students’ own ability to self-regulate. Content-specific views of teaching also

16
highlight the importance of teacher behaviors that develop students’ attitudes and

behaviors in ways that may not directly impact on the student behavior.

Teacher attitude effects on a range of other outcomes. In an attempt has been made to

isolate the unique effect of teacher’s attitude on student’s behavior. In writer found

within-school teacher behavior affects on social and behavioral outcomes of the student

that effect on students’ academic achievement including grade IQ and subject area. In a

study on middle school teacher found teacher positive attitude effects on students ‘and

improve their learning skills up to between 40 to 50 percent. Kraft and Grace found

teacher positive attitude effects on students and help them in building self-confidence.

Previously researcher found that negative attitude of the teacher and weak relationships

between teacher and students effects on students’ academic performance and effects on

other outcome measures. In a comparison teacher positive attitude versus reading

achievement, Jennings and DiPrete found dramatic improvement in students towards

learning. Kraft and Grace found that teacher positive attitude effects on achievement

outcomes and multiple social-emotional competencies. Similarly, Gershenson and

Jackson found weak or null relationships between teacher and students effects on

students’ academic performance.

Teacher behavior is attributed as “The use of positive and negative attitude for the sake

of teaching and controlling a class and vary from culture to culture, nation to nation

and situation to situation. According to Thomas and Peterson, an exercise of teaching in

which, something unpleasant is happening or positive reinforces are removed should be

less often in future. All negative actions adopted by parents and teachers to correct

17
children lead to anti-social behavior, academic failure and social rejection. These

circumstances further diminish self-esteem and produce depressed mood, which

ultimately cause of delinquency in teenagers.

Most of the developed countries across the world have complete banned on the

use of negative attitude in schools, because of considering it as a source of

violence. Many educationists consider negative attitude as affront to the child’s

self-esteem.

The “Cultural Spillover” theory proposes that the more a society uses negative

attitude for socially legitimate ends, the greater the tendency for those who are

involved in illegitimate behaviors to use negative attitude to attain their own ends.

Discipline in rising and teaching of children is necessary if they are to become

social, productive and responsible adults.. Parents, guardians and teachers, who

use harsh and punitive practices to discipline their children, may succeed in

making the child conform to their standards but resentment will be reflected by

the child’s behavior sooner or later. Negative behavior, if very frequent, may

become an ongoing hardship for children and it has greater potential for producing

negative effects.

Inconsistent or overuse of negative behavior is harsh and unskilled ways can have very

undesirable, dangerous and long lasting effects on the children who may develop

negative personality traits such as disliking the punishing person, developing strong

18
fears and anxieties, obstacles with learning, learning to escape and avoid people,

places and things associated with which stimulates aggression. Negative attitude is

physiologically as well as psychologically damaging children’s lives. Since it

affects child physically but also mental harassment, feeling of helplessness,

worthlessness, depression, inhibition, aggression, shame and self-doubt, guilt,

social with-drawl, feeling of inferiority, rigidity, lowered self-esteem, stress and

heightened anxiety which may reduce his/her self-confidence. Negative attitude

has been associated with a variety of psychological and behavioral disorders in

children and adults, including anxiety, depression, withdrawal, low self-esteem,

impulsiveness, delinquency and substance abuse. It has been concluded from

several literature reviews that negative behavior increased aggression in children.

Adolescents who have experienced negative behavior show higher levels of

depression and feelings of hopelessness as well as an increased propensity to use

violence. Negative attitude has been associated significantly with adolescent

depression and distress.

Negative attitude has been discussed and implicated in a variety of studies as a

factor, contributing in delinquent behaviors such as theft, truancy, running away

and school behavior problems and as a factor in antisocial behaviors such as

lying, cheating and bullying.

19
2.6 Summary

Education has long been recognized as the central element in the development of

human personality. But in the 20th Century, it has acquired a new range of

functions. It is no longer merely one of the sectors of national life-like agriculture

or industry, but a multi-dimensional one that energizes and provides to all the

sectors. Education enables individuals to make the transition to new social orders

by providing self-understanding and better knowledge of the choices available

and a critical appreciation of the nature of change itself. Thus, education at all the

stages becomes a kind of future shock absorber.

Elementary education constitutes a very important part of the entire structure of

education. It is at this stage that the child starts going to a formal institution. The

education which the pupil receives at a formal institution provides the foundation

of the physical, mental, emotional, intellectual, and social development, and

sound elementary education gives an integral element to effective and efficient

secondary and higher education.

A primary education is understood as a basic stage of education which is either a

self contained phase or which forms a part of a longer cycle of formal education.

In elementary education, the period of formal schooling extends from first

standard to the completion at sixth, seventh, or eighth grades. Children during the

elementary school period learn to develop respect for others. They learn how to

work and play with others. They may acquire freedom from prejudice and develop

tolerance. Students' learning is the major focus of the educational system. The

main factor which could affect students' learning is teaching. Teachers can

20
encourage students to participate in the learning activities.

Colleges of education are not the only parties responsible for ensuring teachers are

prepared to meet the needs of their students. School districts must be committed to

multicultural education, as well. Schools must find ways to create a culturally

sensitive environment in order to ensure academic success for all learners

There are number of key steps schools should be taking in order to meet the needs

of all students:

1) Professional development should help teachers understand how behavior is

related to culture.

2) Culturally responsive teaching should be required in order to help students

make sense of their world.

3) Schools should afford all students the same access to learning.

4) Students should be exposed to multiple perspectives and races beyond their own.

5) Students should learn mechanisms for understanding positional ties such as race
and social class.

6) Students should be guided towards peaceful cooperation with others.

7) Teachers should engage in critical reflection.

8) Students must be taught to think critically and have opportunities to challenge

injustice.

9) Open communication between schools, parents and community members is

essential.
10) Collective decision-making should be practiced.

21
Schools must be committed to implementing practices that are grounded in critical

multicultural theory in order to ensure achievement for all students. Research of

successful teachers in low-income, urban environments demonstrates common themes.

First, teachers must be aware and respectful of the values and norms within the

communities they serve. In order to truly understand values and norms, Teachers can

successfully meet the needs of their students by “understanding the individual child

within the broader context using talk to connect with students’ lives, and

communicating with parents”. Teacher involvement within the greater community

allows educators to connect with students and their families.

Pre-service teachers that were the most successful in the classroom were those who

could make connections between the lives of their students and schooling. Next,

research shows that teacher expectations and attitudes directly correlate to student

achievement. Teachers who are able to care about and respect their students will create

an environment where children feel safe and are able to learn. Educators must also have

positive attitudes towards diversity.

Successful teachers are those who have an understanding of racism in our society.

Therefore, teacher attitudes toward low-income, students of color will be affected by

the amount of background knowledge they possess. Finally, successful teachers expand

the curriculum and serve as advocates for change. When teachers are committed to

culturally relevant pedagogy, they make connections to student experiences in an

attempt to help students gain an understanding of social injustices.

22
To help students become change agents, they need to be taught to act politically in

order to ensure that they can participate in our democracy. Teachers and students who

are committed to changing the structure of schools will be able to join with parents and

community members to implement needed improvements. Students will benefit greatly

from educators who understand race and social class and their effects on schooling, are

committed to learning about the community they serve, implement a curriculum that

confronts social justice issues, and provides students with the tools to become change

agents.

The abilities and characteristics that are necessary in order to be a good teacher are also

the same factors that define a good education. A good teacher has eight basic

characteristics, which are; Knowledge of material; Decision making; Critical though

and problem-solving ability; Self-understanding and self-correction; Reflecting;

Recognizing students and knowing students learning needs; Applying new finding in

education; Teaching and communication ability.

We can gather these properties under two headings. The teacher who thinks critically

and the self-governing teacher. A teacher who realizes that the nature of knowledge and

abilities directly affects his/her students and surroundings takes responsibility for

his/her own knowledge and abilities, creates positive relationships with his/her students

and can relay these to students in the most efficient manner.

23
In this whole process, the effect of the teacher in the personality development and

success of students is a fact that cannot be overlooked. The teacher, through either

positive or negative attitude in communication with students and in how he/she reflects

this, directs the shape of their lives, has a positive or negative effect on the attitude

shown toward themselves or the public in general, affecting development of the ability

to communicate, research and be creative. The behavior and approach of the teacher is

directly accepted and copied by students, which puts great responsibilities on the

teachers. Studies performed in the current day clearly show the effect on students of

mutual interaction in teacher-student relationships, teachers approach regarding

students and especially the perception of this by students.

For a teacher, being able to interact with the student and display positive behavior such

as asking questions, understanding their thoughts, showing interest and appreciation

increases the students’ motivation and success. While working towards providing

students at a certain development level information, experience and behavior on a

certain topic, teachers become role models for students by way of their own behavior

and attitude. Positive attitudes lead to success while negative attitudes lead to failure

and as a result success can lead to positive ego attitudes while failure leads to negative

ego attitudes. For example, if the teacher engages in belittling comments towards a

student due to his/her failure, the negative effects of this will be inevitable.

Concerning the effect of positive teacher behavior on the student’s motivation level, the

author has concentrated on certain behaviors for teachers such as giving feedback for

24
student works, complimenting, wanting to listen to students and being interested. The

results of the study show that teachers’ nonverbal actions such as smiling, having a

relaxed stance, various gestures and facial expressions come first in improving the

learning experience for students whereas the topic of the class itself comes in second.

The student’s performance is not completely the result of their work; performance is

affected by many factors and the first one is the attitude of the teacher. A positive

attitude from the teacher affects the student’s motivation, attitude towards school and

school work, the student’s self-confidence and as a result personality development.

Teaching is much more than saying and explaining. One of the most basic principles of

teaching abilities is supporting of the student by the teacher and for the teacher to put

for their positive expectations in order to motivate the student to learn. While the

positive behavior of the teacher allows him/her to create a positive relationship with

students, it also allows for the teacher to delve on the positive behavior of students as

opposed to the negative, taking on a reinforcing role as well. In the education system, a

condition of being a good educator is knowing the communication process well. The

teacher who tries to understand students’ emotions such as interest, fear, and worry,

supports students’ social activities, appreciates, approves of and compliments them for

activities he/she finds of value will make the students feel that they are being thought

of, loved and aided, and that the teacher is working for their good. Students of such a

teacher will, taking the teacher as a role model, in turn be considerate of others, running

to the aid of others, maintaining good relations and positive attitudes.

25
 Chapter 3

Research Methodology

In this chapter the research methodology is discussed. As it is indicated in the title, this

chapter includes the research methodology of the dissertation. In more details, in this

part the author outlines the research strategy, the research method, the research

approach, the methods of data collection, the selection of the sample, the research

process, the type of data analysis, the ethical considerations and the research limitations

of the research.

3.1 Research

In order to satisfy the objectives of the thesis, a qualitative research was held. The main

characteristic of qualitative research is that it is mostly suitable for small samples, while

its outcomes are not measurable and calculable. Table 3.1 contains basic advantage of

qualitative research that also establishes its basic difference with quantitative research.

However, the efficiency of qualitative research is deeply based on the skills and

capabilities of researchers, but the outcomes cannot be apparent as consistent because

they mostly are researcher’s personal judgments and understandings. Because it is more

26
suitable for small samples, it is also dangerous for the results of qualitative research to

be apparent as reflecting the opinions of a wider population.

3.2 Population and Sampling

While visiting the area, schools‟ principals as well as concerned teachers were

convinced and agreed through formal authority from the district education officer.

The participants’ expressions were subjected to meta-analysis. The findings and

results of the research are presented in tables and graphics to provide visual ease.

Participants generally describe teachers’ positive attitude as compassionate,

understanding, helpful, seeing the student as an individual, being friendly and

interested, communicating, being genuine and tolerant, supporting, motivating and

encouraging participation in social events. Teachers’ negative attitude is listed as

discrediting, vengeful, too disciplined, uninterested, favoritism, being angry, not

caring, being intolerant, not understanding and being inconsistent. When

considering the effect of the teacher’s positive attitude on performance of the

student, positive attitude by the teacher can improve student success as can be seen

in the graphic below (Fig. 1). According to responses from participants, 91.2%

believed a positive attitude increased performance, 0.9% believed it lowered

success while 7.9% felt it had no effect on performance.

27
 Fig.3.1 Effect of Teacher positive attitude on student’s behavior

When considering the effect of the teacher’s positive attitude on the student’s

personality development, we can see that a positive attitude has a positive effect

on the personality development of the student as is clearly seen in the graphic

below (Fig. 2). According to answers received from participants, 88.3% believed

a positive attitude had positive effect on personality development, 11.5% felt it

had no effect at all and 0.3% stated that it had a negative effect on personality

development.

28
 Fig.3.2 The effects of teachers’ positive attitude on student’s behavior

When considering the effect of negative attitude of teachers on the success of

students, it can be seen in the graphic below that the negative attitude of the

teacher has a positive effect on the performance of the student (Fig. 3). Of the

participants of the survey 75.4% stated that it lowered performance, 18.1% stated

that it had no effect on performance and 6.5% stated that negative attitude

improved performance.

29
 Fig. 3.3 The effects of teachers’ negative attitude on students’ behavior

Considering the effect of the teacher’s negative attitude on the student’s

personality development, it is evident that a negative attitude on the part of the

teacher has a negative effect on the personality development of the student as can

be seen in the graph below (Fig. 4). 80.5% of participants felt that negative

attitude had a negative effect, while 9.9% stated negative attitude had a positive

effect on personality development and 9.6% believed it had no effect at all.

30
Fig. 3.4 The effects of teachers’ negative attitude on students’ personality

31
 Chapter 4

Data Analysis

4.1 DATA COLLECTION AND ANALYSIS

This chapter contains analysis of data collected and summarization of data taken

from population. Inspecting the Table 4.1 below, students’ accounts of their

primary school, middle school, high school and university periods reflect that the

effect of the teacher’s positive attitude on performance is evident.

32
 Table 4.1. Effects of teacher Attitude on Student

Positive Negativ Positive

effect on e effect Negative effect on
Perform On
ance effect on Personality Personality

Performance

+ - none + - None + - none + - none

Primary
school 86 0,02 0,12 12.5 69.5 0,18 85.5 0 14.5 0,07 0,8 0,13

Secondary
school 89.5 1.5 0,09 0,09 0,77 0,14 0,85 0 0,15 8.5 91.5 0

High
school 96.5 0 3.5 2.5 79.5 0,18 0,9 0 0,1 0,06 86.5 7.5

33
 The data is collected through interview and questionnaire that is given below

Table 4.2 Questionnaires

S. No Questions Answer

1. How much net income range of your parents?

a. 5000-10000Rs b. 11000-20000Rs

b. Less than 5000Rsc. Greater then 20000Rs

2. Annual examination percentage of the student lies

a. 80-100% b.60-79%

c. 40-59% d. 0-40%

3. Extra-Curricular activities Participation interest

a. 100% b. 70%

c .50% d. Nil

4. Interest in Subject Matter

a. 100% b. 80%

c. Nil d. Extra ordinary

5. Participation in class discussion and responding to teachers

a. High b. Moderate

c. Low d. Beyond low

34
By filling this questionnaire, the sampling is done of 356 students. In which 120

primary school students, 136 middle school students and 100 secondary school students

participated. The questionnaire was filled by teachers, parents and students.

4.2. VALIDITY AND RELIABILITY

The taken data is valid and reliable because it is collected personally by visiting the

schools and filling the questionnaire by the teachers of particular student. Parents are

also involved to collect the data if they are agreed. It is reliable and accurate because

there is large population included from where the samples are drawn.

4.3. ANALYSIS OF DATA

According to the questionnaire, the data is analyzed. Following are the conclusions that

are drawn by observing different samples

1. About 70% students that have low income are having 0-40% needs

teachers extra attention.

2. About 60% students that have 0-40% results showed 100% interest in

extracurricular-activities.

3. About 50% students are there that are not interested in studies but showed

80% interest in mathematics. A hypothesis is created on this statistics that

mathematics teacher of some schools is having a good willing behavior to

students.

4. About 80% students like the subject because of their teacher behavior and

teaching methodology.

35
 Chapter 5

This chapter contains summary, findings, conclusion and recommendations.

5.1 CONCLUSION

This research work is concluded with the hypothesis that the interest of a student in a

class depends on teacher attitude, behavior, tactics, methodology and kindness. The

teacher that have rude behavior to the students will never be liked by the student either

its style of teaching and have high command on subject it teaches. Teacher acts as a

role model in society. The students at early age of their life copies the good and bad

habits of teacher and this impact on mental growth of student either positively or

negatively. If teacher is well behaved and treat student with kindness, the student will

react positively and listen its teacher. Many teacher use force to the children so they can

learn the things, in fact force is required but it must be used when there is no way to

guide the students.

Student take interest in the class only if there is innovation in the lesson. So, teachers

should try to prepare their lesson and keep in mind to those students who are

considering to be slow learner or weak students in class. Teacher attitude is necessary

for the mental development of the student if a student had a bad experience at early age

of education it will never forget it throughout its life. It is always said that teacher act as

role model because it builds the nation and for building the nation it is required to

understand the psychology of the people. Same in case of teaching, teacher is also play

36
a role psychologist, friend and affectionate. Teacher’s attitude shows that how much it

has learnt from the environment and how much it is sincere with its profession. The

data collected from the schools shows that teacher’s attitude matters a lot on personality

growth of the student.

5.2 FINDING AND RECOMMENDATIONS

The study findings show that while teachers’ positive attitudes have positive

effects on students’ performance and personality developments, negative attitudes

have a negative effect on both the performance levels and personality

development of students. This in turn clearly shows that especially teachers

surpass the boundaries of the classroom in individuals’ educational lives and its

evident how effective they can be during the whole life of the student. Teachers

are the second-highest determining factor in the development of individuals, after

the parents. It must not be forgotten that children take on role models while

learning and that is why perhaps the behavior and attitude of teachers, which they

spend the most time with apart from their parents, has an effect on their

personality development and thus whether they will be successful or not. Teachers

being good role models should precede classes because their views on life and

behavior guide the student. In short, when education understanding in mentioned,

education which gives the child confidence, questions him/her and gives him/her

responsibility should come to mind.

37
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