IMPACT OF TEACHERS BEHAVIOUR ON CLASSROOM PRODUCTIVITY

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

A classroom is where students learn the various skills necessary to develop into qualified individuals. According to Ashton (2001), a classroom is where students gain a knowledge of their contribution that they may use to develop their identity in society. To ensure a positive classroom environment, it should be well-equipped with facilities. The physical course of action in the classroom provides pupils with powerful learning and improves an effective teaching process. The provision of physical amenities may be ensured because they are beneficial in improving the overall performance of the school (Suleman & Hussain, 2014).

Teachers are at the heart of global education since they are in charge of students' mental, physical, and moral growth in all educational institutions around the world (Paula, M., 1996). The most significant role in the educational process is that of the instructor. They are required to display constructive behavior as role models while they strengthen and grow the human mind through education. Good behavior is a requirement for effective teaching and learning, as well as an important educational outcome that society justifiably expects. Behaviour is the result of a relationship between an individual and his or her environment, which includes physiological, physical, and psychological factors (Alexander, 2000). Evans and colleagues (1989).

This interaction of components has been generally endorsed by educational psychologists (Cochran-Smith, 2003), and it is clearly illustrated in the learner-centered model of instruction (Lambert & McCombs, 1998). Classroom instruction by teachers is a critical component of teaching and learning. It is time for instructors to fulfill educational goals. This is due to the fact that it is a period when teachers convey information to students in a formal manner. It is critical that the instructor appreciates the value of practice during classroom instruction and begins his lessons with a five-to-eight-minute review of the prior session (Sigmund & Thomas 2009).  Teacher classroom management follows successful teacher classroom instruction.

Notably, the primary purpose of teachers in the classroom is to aid students in learning. In a chaotic environment, learning is difficult to achieve. As a result, we are continually driven to create and sustain a joyful, productive learning environment. On any given day, this could be a difficult task. In our efforts to address this issue, we frequently make mistakes in classroom behavior control. According to Lawrence & Steadman (2014), many teachers are naturally hesitant to admit that the causes of their students' misbehavior may be found as frequently in their teaching as in the students' incapacity or failure to learn. Lawrence & Steadman (2014), on the other hand, contends that the most effective strategy for dealing with behavior issues is to try to prevent them from arising in the first place, and then to reduce their occurrence. As a result, if teachers continue to portray negative behavior triggered by stress, this may impact her teaching method, and learning outcomes may not be achieved

1.2 STATEMENT OF THE PROBLEM

Education serves as a tool for national development (Sigmund & Thomas 2009). Its significance to national growth and development cannot be overstated. The moral behavior of teachers is a source of concern in the educational community. The public expects schools and teachers to hold kids more accountable for their learning, as seen by everyone's expectation for improved student performance on standardized tests and high gradation rates. Unfortunately, the increased emphasis on reading, mathematics, and science to prepare kids for a global, technological, and information-based marketplace appears to have pushed students' overall well-being to the bottom of the educational priority list (Mondale & Palton, 2001). Teachers were considered to be morally upright people with good character back then. Teachers' teaching methods, behaviors, and anomalies in school, as well as their nonchalant attitude toward attending courses, have all had a significant impact on students' classroom behavior. This is a fact that most teachers will not accept, which is why this study was conducted.

1.3 OBJECTIVES OF THE STUDY

The main aim of this study is to evaluate the impact of teaching method on classroom behaviour. Other aims of this study are:

i.          To determine whether students are the cause of negative behaviour in teachers

ii.        To ascertain the extent teachers behaviour has impacted on classroom behaviour.

iii.      To examine whether teachers behaviour affects students’ academic performance

iv.      To proffer ways in which teachers’ bad behaviour in classroom can be controlled.

1.4 RESEARCH QUESTIONS

i.          Are students the cause of negative behaviour in teachers?

ii.        To what extent has teachers’ behaviour impacted on classroom behaviour?

iii.      Does teachers behaviour affects students’ academic performance?

iv.      What are the ways in which teachers bad behaviour in classroom can be controlled?

1.5 SIGNIFICANCE OF THE STUDY

The study's findings will be useful to teachers and school authorities. It will educate teachers on the proper classroom management skills to use during instruction, as well as the necessity to comport themselves in order to create a disciplined environment conducive to attaining the desired learning aim. Finally, the study would add empirically to the body of current literature and serve as a reference source for students or other researchers who might desire to conduct similar research.

1.6 SCOPE OF THE STUDY

This study will be focused on evaluating the impact of impact of teachers behaviour on classroom productivity. It will be specifically focused on determining whether students are the cause of negative behaviour in teachers, ascertaining the extent teachers behaviour has impacted on classroom behaviour, examining whether teachers behaviour affects students academic performance and proffer ways in which teachers bad behaviour in classroom can be controlled.

This study will be using teachers of three secondary schools in Abeokuta as enrolled participants for the survey.

1.7 LIMITATIONS OF THE STUDY

The researcher encountered some obstacles while conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited choice of sample size. Furthermore, the researcher will do this investigation alongside other academic activities. Furthermore, the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other schools outside of Lagos State. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.

1.8 DEFINITION OF TERMS

Impact: a marked effect or influence

Teachers: A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence or virtue. Informally the role of teacher may be taken on by anyone.

Behaviour: Behavior or behaviour is the range of actions and mannerisms made by individuals, organisms, systems or artificial entities in within some environment. These systems can include other systems or organisms as well as the inanimate physical environment

Classroom: A classroom or schoolroom is a learning space in which both children and adults learn. Classrooms are found in educational institutions of all kinds, ranging from preschools to universities.

Productivity: the state or quality of being productive.

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