Teachers' Conduct Towards Students of Higher Education Institutions: A Survey Study of Wah Cantt, Rawalpindi

Abstract

Teachers' conduct greatly impacts students' academic success, motivation, and character development. This research explored the behavior of teachers towards their students in the higher education institutions of Wah Cantt, Rawalpindi, considering the five aspects of a) positive conduct and guidance, b) instructional clarity and care, c) feedback encouragement and interactive practices, d) absence of negative conduct, e) impact on self-esteem and classroom climate. A descriptive cross-sectional survey design was used. The target population were higher education students of Wah Cantt, Rawalpindi. Simple random sampling was used to select 320 students as the sample. A five-point Likert scale questionnaire containing 20 items was developed and three educational experts validated it. Cronbach's alpha was used (α = 0.77) to establish reliability. Frequency, percentage and mean scores were used for data analysis. Results indicated that 79% agreed teachers show positive behavior (M=4.09); 100% agreed teachers give information clearly (M=4.35); 100% agreed teachers are concerned about students' well-being (M=4.62); 99% agreed teachers encourage students (M=4.31); and 100% agreed teachers give guidance (M=4.94). Meanwhile, only 34% agreed that teachers ask for feedback (M=2.73); 91% disagreed that teachers discourage feedback (M=2.05); 95% disagreed that teachers show favoritism (M=2.00); and 88% disagreed that negative conduct lowers self-esteem (M=1.88). The study finds that teachers of the higher education institutions of Wah Cantt are who generally show positive behavior, but feedback encouragement is one area that needs improvement. Suggestions are aimed at assisting low achievers, developing cooperative learning environments, employing differentiated teaching activities, and dealing with social media and mental health issues.