Thesis Title: Students Perspective of a Good Teacher: Teacher Behaviors and Interpersonal Attraction
Student Name: Sana Ashraf
Supervisor: Saima Ghazal, PhD
Department: Institute of Applied Psychology
University: Punjab University, Lahore, Pakistan
Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: email@example.com, Phone: 92-42-9231245
The present study examined the qualities of a good teacher behaviors and their relationship with interpersonal interaction. It was hypothesized that teacher behavior would have positive relationship with interpersonal attraction; teacher behaviors would positive predictor of interpersonal attraction; and there would be family background differences with interpersonal attraction of students. The sample comprised of (N = 100) university students between the age ranges of 18 – 25 years taken from Public University of Lahore. The measures comprised of Teacher Behaviors Inventory (Murray, 1983), and Interpersonal Attraction scale (McCroskey & McCain, 1974). The permission was taken from concerned authorities. The findings of the study showed that teacher’s behavior (clarity, enthusiasm, interaction, organization, pacing, discourse and rapport) has significant positive relationship with interpersonal attraction (social attraction, physical attraction, task attraction). Correlation of demographic factors like family background has significant positive relationship with physical attraction domain of interpersonal attraction. Independent sample t-test was run to find out the difference of family background (rural or urban), teacher’s behaviors and interpersonal attraction of students and showed significant differences in two behaviors of teachers i.e. clarity and speech. Linear regression analysis showed that teacher behaviors (interaction, speech and rapport) predicted significantly and positively social attraction and physical attraction. In third regression, predictor variables of teacher behaviors (rapport) predicted significantly and positively task attraction. Some implications for positive learning environment are setting clear objectives and expectations, provisions, provision of timely and relevant information, effective use of questioning, provision of constructive feedback and objective-based evaluations.
Keywords: Students perspective, teacher behaviors, interpersonal attraction.