Impact of Teacher Status on Learning Outcome of Undergraduate Students

Abstract

This research investigates the impact of teacher status on the learning outcomes of undergraduate students. One effective strategy to assist students in fixing errors and raising the calibre of their learning is to examine how teacher status affects student interest and learning outcomes. Competent teachers are able to recognize every student's potential by tailoring their teaching methods to meet their needs. Mastery of the course materials, classroom management skills, teaching abilities, student relationships, and effective communication are all components of a teacher's status. Finding out how specific aspects of teacher status, such as experience, qualifications, or teaching style, have the most significant impact on student learning outcomes was the aim of this study. This study employs a quantitative approach, gathering data through the distribution of online surveys whose validity has been examined and the sample size of the study was 300 undergraduate students who were studying in Undergraduate departments. Because teacher status has a major role in affecting students' interest, the findings of this study demonstrate that teacher status can actually and directly affect students as well as learning objectives. Furthermore, the findings of this study support the idea that instructors' competence should not be enhanced as attempts to raise the standard of learning must take into account their ability to impart knowledge and skills to students. By promoting creativity at every stage of the research process, the researcher expects that future researchers will be able to do the same study while also developing stronger critical thinking skills. In addition, the researcher suggests that future researchers use this study as a guide when investigating how teacher status affects student interest and learning outcomes.