WHAT ARE THE FACTORS AFFECTING TEACHERS’

CLASSROOM BEHAVIOR?
A CASE STUDY OF BUITEMS

By

Owais Najeeb
Abdul Rauf Khan
Moazzam Baig

Students of BS(BA) 5th B

Department of Management Sciences

Balochistan University of Information Technology
Engineering and Management Sciences, Quetta

In Fulfillment of the Sessional Research Project of

The Course of Business Research Methods

Date of Final Report: 22/02/2009

I
 DEDICATION

This research project is dedicated to my beloved parents especially

to my father who has always supported me to further my studies to
the highest achievable level and has fueled my passion to learn and
to my teachers who have always bestowed their precious guidance
upon me.
Abdul Rauf Khan

I dedicate this research project to my parents who have blessed me

with their presence in my life and to my batch mates who make my
university life beautiful, thank you GUYS!
Moazzam Baig

Throughout my life I haven’t gathered anything valuable so far

except for the heavenly pearls that fell off from the treasure chest
of knowledge of my parents, teachers and very dear friends which
give me the patience to further myself in this strange world without
using unethical means and finally to my younger brother Waqas for
providing me with a lively perspective towards life.
Owais Najeeb

II
 ACKNOWLEDGEMENTS

We thank Allah Almighty, the Soul Ruler, the Creator, the Bounteous and the
most Beneficent for giving us the greatest gift of all “WISDOM”.
Lecturer Mr. Dilawar Khan Durrani is one of those teachers who recognize the
potential in their students and provide them with suitable opportunities to enhance
their knowledge, skills, abilities and vision. We express our deepest gratitude to him
for giving us this opportunity to grow and spread our wings to the limit, Thank You
Sir!
Throughout our research we had the immense help of a very dedicated and
honest teacher, Lecturer Mr. Aziz ud Din Agha who enlightened us with various
aspects of our research and was always willing to provide his expertise on the subject
matter.
Finally we thank all the teachers who participated in this research and
provided us with their valuable responses and making this research possible along
with Office manager Aziz Kakar for his help.

III
 ABSTRACT
Objectives
In this research we intended to find out, “the factors that determine the classroom
behavior of a teacher”. We did this research to give some thing new to the university
and make the teachers aware of the fact that how their behavior affects the students’
performance, class participation, ethics, norms and values. This will help us in
determining about, how a teacher relates himself to his/her students. And
Furthermore, this interaction forms the general concept of, as to, how the opposite
parties view each other. So, in brief our objectives for doing this research are:
• To enhance the knowledge and understanding of those factors which
determine the teachers’ behavior in the classroom?
• To let the teachers take a glance at their behaviors and to find about how the
teachers relate themselves to their students.
• To put the theory we learnt in the course of BRM into practice.
• To make the teachers aware of the influence their behavior has on the
attitudes, perceptions and thinking of their students.

Results
The prime result of this research study is that all the six variables suggested above
were found to be affecting a teacher’s classroom behavior. So our hypothesis, “What
are the factors affecting a teacher’s classroom behavior?” stands no more an
ambiguity. Through formal and scientific research method we have identified six
broad variables that have an affect on the classroom behavior of a teacher.
The job-related variables were found to be affecting the most followed by
personality, relationships, feedback, teaching methodology and classroom
environment and other exogenous factors in the last
The job-related factors include primarily the perception of value and
importance of the job, the motivation to it and its demands. All these factors account
for the concept a person forms about his/her job and upon which his/her behavior is
dependent.
Personality is deeply ingrained and relatively enduring patterns of thought,
feeling, and behavior. Personality usually refers to that, which is unique about a
person, the characteristics that distinguish him or her from other people. The five
major dimensions of personality i.e. extroversion, agreeableness, consciousness,
emotional stability and openness to experience have a combined affect on a teacher’s
classroom behavior.
Relationships are the carriers of our social identity. If a teacher has a good
relationship with his students then he is likely to be lenient with them and it can be

IV
totally opposite as well. The relationship of management has the least affect on
teachers’ classroom behavior probably because teachers identify it as unfair to the
students, i.e. they might think that why should students suffer from any of this
happening between the management and the teachers.
Teaching methodology can also have a profound impact on a teacher’s
behavior because it sets the path of action for a teacher. So in the precondition to
fulfillment of the methodology set by the teacher himself, his behavior is likely to
match that particular policy.
Feedback also affects a teacher’s behavior because it has the tendency to affect
the perception of the teacher’s about him/her being a good teacher or not. The change
in behavior is reactionary rather than proactive change in behavior or more precisely a
resultant behavior.
Exogenous factors and class environment have a transitional nature of affect
on a teacher’s behavior because they are greatly influenced by situational factors.
Therefore the change in the nature of behavior and its reoccurrence is quiet difficult to
predict, if not impossible.

Conclusions
One thing important to be noted here is that, these results are the inferences of the
responses of the teachers through statistical tools and have been logically linked to
form certain statements. So low generalizability and any other result cannot be
directly attributed to the research method, because great care has been taken while
analyzing the data and we have tried our best to be as much objective as we could.

Recommendations
The variables, identified through this study, will continue to have both negative and
positive affects on the behavior of a teacher. Positive affects are desireable both by
the teachers and the students because they somehow contribute to effective learning.
But on the other hand the undesireable affects need to be altered or completely
removed. For this purpose, we suggest that, a teacher can counter the variables that
affect his/her behavior by knowing about them in advance because a proactive
appraoch can help teachers avoid those undesireable affects. Therefore, we strongly
recommend a thorough training programme for the new appointees and the relatively
low experienced teachers.

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TABLE OF CONTENTS

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 S.NO. TITLE PAGE

I Acknowledgments……………………………………………………… III
II Abstract………………………………………………………………… IV

Chapters

1 INTRODUCTION…………………………………………………………. 1

2 LITERATURE REVIEW………………………………………………...... 2
Perception
Personality
Behaviorism

3 METHODOLOGY………………………………………………………... 4
Research Design
Data Collection
Sample Design

4 ANALYSIS……………………………………………………………….. 5
I. Job-Related……………………………………………………...
5
II. Personality……………………………………………………… 9
12
III. Relationship………………………………………………….....
IV. Teaching Methodology………………………………………… 13
V. Feedback………………………………………………………..
15
VI. Classroom Environment and Exogenous Factors……………… 17

5 RESULTS OF ANALYSIS 19
6 LIMITATIONS
20
CONCLUSION 20
7
21
8 RECOMMENDATIONS

VII