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Procedia - Social and Behavioral Sciences 114 (2014) 130 – 135

4th World Conference on Psychology, Counselling and Guidance WCPCG-2013

Review on the Impact of Teachers’ Behaviour on Students’ Self-

Nayereh Shahmohammadi
Chair person of Standards development and production of educational materials, Educational Planning and Research Organization, Tehran,Iran

Abstract

Lack of interest for obeying rules and discipline in schools could cause many different problems for students in field of
education, society, and family. Such a lack of interest toward self-regulation sets the basis for staying away from obeying rules
and laws, lack of self-esteem, and more law breaking even in students who do not have serious and abnormal behavior and
problems. Teachers who possess knowledge and skills in recognizing problems and creating positive relation and rapport with
students are regarded to be one of the most important sources in structuring students’ personality development. This study
attempts to explain the importance of teachers’ role in creating self-regulative behaviors in students. This research investigates
following hypothesis:
1- There is significant positive correlation between the teachers ‘friendly relationship and rapports and students’ eagerness
for discipline.
2- There is a positive and significant relationship between teachers’ amount of respect for students and students
‘organization.
3- There is positive significant relationship between teachers’ effort in fully explaining educational material to students
and students’ self- regulation.
4- There is significant relationship between teachers’ self-regulation model and students’ acceptance of discipline.
In order to test the research hypothesis, 400 grade 6 male students were selected randomly from guidance schools of 6th district
of Tehran and data were collected by researcher –made questionnaire.
The research result displayed that receptive and honest relationship between teachers and students, the dominance of teachers’
self-regulative model for students, teachers ‘satisfactory effort in order to clarify educational materials, respect and acceptance
toward students, as well as family success cause the increase of the students’ self regulative behavior.

2013 The
© 2013 The Authors.
Authors.Published
Publishedby
byElsevier
ElsevierLtd.
Ltd.Open access under CC BY-NC-ND license.
Selection and
Selection and peer-review
peer-reviewunder
underresponsibility
responsibilityofofAcademic
Prof. Dr. World
Tülay Education
Bozkurt, Istanbul KulturCenter.
and Research University, Turkey

Keywords: Studetnt Self Regulation,Teacher’s Behavior ,dicipline,Rapport,Eagerness

1. Introduction

considering discipline in educational environments is one of the important educational goals, which the schools'
administers give special attention and priority. As a result of this, the students' educational conduct and activity is
determined to a high extent based on this phenomenon.( Houghton and colleagues, 1990; Galloway & Rongers,
1994). Because when discipline accompany students' activity and exists in their daily life, it can be source of success
Corresponding Author: Nayereh Shahmohammadi Tel:
E-mail: [email protected]

1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer-review under responsibility of Academic World Education and Research Center.
doi:10.1016/j.sbspro.2013.12.672
 Nayereh Shahmohammadi / Procedia - Social and Behavioral Sciences 114 (2014) 130 – 135 131

and joy and will result in flourishing in studetns' lives. (Mazaheri-Seyf, 1998; Afzali-Rad, 1998). Student spend
numerous hours in school during a schools year and their high interaction with their teachers can have an influential
impact on shaping good manner and behavior in them and can be source of their educational advancement.

Wallace (1994) showed that teacher's behavior which is accompanied with feeling of hope, generosity, respect,
and joy becomes effective in modifying and improving the conduct by the delinquent students who have had
previous bad records. On the other hand, many teacher's negative conducts such as : referring the rude and
undisciplined students to school principal, sending them out of class and make them stay in the hall-way,
carelessness and neglecting the students' serious problems had an undesired effect on the students behaviors. Lack of
discipline in classroom or school causes many difficulties for children and youngsters and could be source of their
failure. This failure can also be observed in the teacher's work and level of nervousness (Gary Arlow,
1999).Crowley (1993) showed when specific aspects of student-teacher relationships and interaction are respected
,when teachers have an adjustable conduct and avoid rigid and inflexible methods , students accept them as a friend
and companion.

Ferguson and Howton (1992) realized that teachers' conditional praising is one of the effective elements in
making the students interested in doing the educational activities and exercises. As well, Gellman & Berkowitz
(1992) conducted a survey on the parents and teachers attitude on their behaviors with the students and concluded
that teachers had positive attitude toward responsive attitude, good leadership in the classroom, offering an effective
system, and being expert in the subject area.Kyle (1991) realized that the teacher can obtain successful outcome in
his interactions with the student while respecting the following steps:
1. Clearly identify the student's behavior;
2. realizing the goals and motives for a student's bad behavior;
3. take advantage of suitable policy for improving the behavior in practice;
4. Following persuading and suitable policy that fit the student's condition;
5. ask parents’ help for reaching the suitable result and help them to cooperate for completing the desired
policy.

Gottfredson et. al. (1993) conducted a 3 years longitudinal research and realized that parent' and teachers'
dynamic organization, participation and increase in relationships, is an important factor in the students' proper
manner and their academic improvement. Other studies showed that using effective disciplinary methods alongside
with the school heads'efforts is considered an effective solution for solving students problems. (Vaseghi &
Dadashzadeh, 1999). In contrast, different and untested methods may result in the teenagers' disturbed behavior and
delinquency (Galloway and Rogers, 1994).

Haughton et. al. (1990) depicted in their inquiry that when teacher's praising and appreciation of the student is
increased at an individual level, positive effects are seen on the student's behavioral and educational performance.
The adaptability of the teacher-student relation and selecting a suitable policy for changing and improving
unsuitable behaviors, has positive impact on the students' attention to the educational activities system (Parsa, 1996;
Kyle, 1991; Sherrill, et. al., 1996; Jones & Versilind, 1995; Morrison, et. al. 1993; Crowley, 1993, Wallace, 1994;
Sartipi, 1992; Shahmoradi, 1999).

Morrison et. al. (1993) noted that effective interaction between family, teacher, and school personnel causes up to
67% of students reach their educational goals and will result changes in students behavior. It is important to note
that the rules and discipline should be clearly identified and objectively clarified for the students. Therefore the
setting up clear programs is essential (Evans, 1993; Morrison et. al., 1993). Shahmoradi (1999) cited that students
without friendly and constructive rapports are carefree about respecting discipline and feel that teachers do not pay
attention to them. It is possible that this becomes visible in the student's behavior by being absent from school or
class.Perels.& Cole(2007) showed that combining training on self-regulation with problem solving instruction was
132 Nayereh Shahmohammadi / Procedia - Social and Behavioral Sciences 114 (2014) 130 – 135

especially effective in enhancing self-regulation and achievement. He found that teachers who practiced
collaborative interactive teaching strategies promoted deep-level cognitive processing in their students.

2. Research Methodology

The main purpose of this study is to evaluate and identify the impact of the teachers' behavior on students' self-
regulation. This research is a casual-comparative research design. The statistical population in current study is
included all male students of 6th grade of guidance school in 6th district of education in Tehran. From this target
group , 400 students of 6th level guidance school were randomly selected and were inquired to complete the
researcher-made questionnaire. The questionnaire includes four sections and 76 questions about family and
education, students behavior in the school and home, frequency and types of disruptive behavior among students,
etc…according to finding of the questionnaire, the participants were divided in to two different groups:
A) interested in self-regulation (N = 208)
B) Uninterested in self-regulation (N = 192).

According to school officials' beliefs, up to 3 disciplinary errors by students are forgivable in a school year but more
than that, shows the students' lack of interest for obeying discipline. Thus in this study also, those students who
made 3 disciplinary errors, were placed in the group of students who follow discipline (group A) and those who had
created more than three disciplinary mistakes were placed in the group B.
Second order head

3. Research Findings

For testing the hypothesis number one, the students' attitude in both groups (A.interested in self-regulation and
B. not interested in self-regulation) were analyzed considering the level of their effort in explaining the lesson
content and its relationship with self-regulation from the students' side.

Table 1 Showing Students’ Attitude on Teachers’ Explanation about Lesson Content and its Relation with Self-regulation
Group A Group B
( interested in ( interested in
self self
regulation) regulation)
Mean 3.10 3.45
SD 0.95 0.84
P 0.067
df 1&4
χ2 8.81

As Table 1 shows the mean score for group B was equal to 3.10 (SD = %95) and for the group B, Mean score was
equal to 3.45 (SD = 0.84). The results from the Chi square analysis χ2 showed that the group A believed that the
their teachers show great effort for explaining the lesson content ,whereas the students of the group B did share the
same idea (P=0.067, df= 1 and 4, χ2 = 8.81).

For the purpose of the testing the hypothesis number 2 , the students' attitude about the impact of teachers friendly
manner , rapport and concern on students' self-regulation was analyzed .
 Nayereh Shahmohammadi / Procedia - Social and Behavioral Sciences 114 (2014) 130 – 135 133

Table 2 Showing Students’ attitude on Impact of Teachers’ Friendly Manner ,Rapport & Concern on Students’ Self-regulation
Group A Group B
( interested in ( interested
self regulation) in self
regulation)
Mean 2.79 2.40
SD 0.96 1.08
P 0.0222
df 1&4
χ2 11.46

By observing table 2 it is clear that the mean score for students of the group B was equal to 2.40 (SD = 1.08) and
for the group A mean score was equal to 2.79 (SD = 0.96). The results of Chi-squared analysis clarified the
significant difference between group A and Group B. Based on this finding, the group A students believed that their
teachers behaviour with students is friendly along with companion and sympathy. On the contrary , the group B
students did not evaluate the teachers' behaviour in the same level as group A students evaluated it (χ2 = 11.46, 1
and 4, P = 0.0222)

Testing of the third hypothesis revealed that there is significant difference between the two groups of students.
Table 3 Showing Students’ attitude on Impact of Teachers’ behavior on Students Self-regulation

Group A Group B
( interested in ( interested in
1.
self self regulation)
regulation)
Mean 2.82 2.54
SD 1.30 1.30
P 0.0222
df 1&4
χ2 10.66

Considering table 3 it can be said that the mean score for the students of group B was equal to 2.54 (SD = 1.08) and
mean score for the students of group A equal to 2.82 (SD = 1.30). The group A students considered their teachers a
superior model to them. But group B students, considered their teachers persons who were not a superior model for
them in self-regulation( χ2 = 10.66)
For the purpose of testing the last hypothesis, the opinions of the both group of students were asked.

Table 4 Showing Students’ attitude on Impact of Teachers’Respect towards Student on Students Self-regulation

Group A Group B
( interested ( interested in
in self self
regulation) regulation)
Mean 2.73 2.30
SD 1.30 1.05
P 0.003
df 1&4
χ2 10.78

Table 4 showing that the group B students gained a mean of 2.30 (SD = 1.05) and the group A of students
gained a mean of 2.73 (SD = 1.30). In other words, in comparing with the group B students, the group A students
believed that their teachers respect the students more. The results of the analysis showed that there is significant
difference between the two groups ( χ2 = 10.78, df= 4 and 1, P=0.0.03)
134 Nayereh Shahmohammadi / Procedia - Social and Behavioral Sciences 114 (2014) 130 – 135

4.Discussion

The outcomes of this study show that the teacher's friendly manner toward the students is an effective source in
encouraging the students toward self-regulation. Thus it can be said that the constructive teacher-student relationship
is one of the main elements of proper behavior in educational environments. These findings are in consistent with
the findings of some other researches (Shahni, 1991; Crowley, 1993; Wallace, 1994).
On the other hand, when the teacher-student relationship is not in a friendly manner, the possibility of the
disobeying school rules among students will increase.(Kennedy, 1995; Galloway & Rogers, 1994; Wallace, 1994).
As the guidance school students are in a crucial period of their life when they need more affectionate relationships
along with mutual communication, it can be expected that showing acceptance and respect toward them, having a
suitable behavioral interaction with their behaviour could encourage the students to show constructive behaviors
which will help them to achieve educational goals. It also help them to have interest toward self-regulation and pay
attention to rules and regulation and follow them. The outcomes of other studies also show that suitable interaction
with individual's character causes healthy social behavior among peers, teachers and parents (Jones & Vensilind,
1995; Sartipi, 1999; Shahmoradi, 1999; Sherrill et. al., 1996).Also, when from students' point of view, the teacher is
a self-regulative person and is accepted as a model for following the rules, the students become interested in identify
such characteristics.

The current study showed that the students’ interest in self-regulation has positive significant relationship with
the teacher friendly behavior. The teacher's model and his respect toward the students' character encourages them in
an effective self-regulation. In addition, the teacher's effort in explaining the lesson content is considered a positive
element which has positive significant relationship with their interest in self-regulation. Moreover, the teacher's
ability and skill in teaching and explaining the lesson content has positive co-relation with self-regulation in the
students. This result is in line with the previous researches and shows that the students consider the teacher's
behavior and skill as one united and effective phenomenon (Parsa,1996, Sherrill et. al., 1996; Crowley, 1993; Kyle,
1991).

In general, it can be inferred that the students' self-regulation has to a high extent correlation with the teacher's
educational and social behavior. When there is warm teacher-student relationship based on mutual understanding
and respect, it may also be expected that such relationship impacts the teacher's success in clarifying and explaining
the lesson content. In this situation, teacher is considered as a skillful, experienced, sympathetic, and hard-working
individual from the students point of view. Managing the process of creation of self-regulation in students by the
teacher, could be source of increasing acceptable and self-regulative behavior in students , appropriate educational
and could also strengthen the student's educational advancement.

5. Suggestion and conclusion:

A good teacher is expected to be committed to his work, would have the ability to take the initiative. Teacher’s
personality in the attitudinal sense is a significant factor in teacher’s behavior and it has great impact on student’s
character and achievement. The teachers as a professional must know the art of communication, understanding
others and ability to learn from the experiences. They should be able to facilitate learning effectively. No system of
education is better than his personnel and no system of education is above the standard of its teacher. It means, the
quality of any system depends upon the standard of its personnel. If the personnel are well qualified, well trained
and have effective behavior, the organization will achieve its objectives successfully. Particularly the principal of
the schools can improve the quality of their teachers and students with his effective behavior (Gautheir, 1984).
Acknowledgements
I am a very thankful of personnel at the Department of Education in Tehran and principals , teachers and students
of the schools in for being cooperative, accommodative and helpful during my study.
 Nayereh Shahmohammadi / Procedia - Social and Behavioral Sciences 114 (2014) 130 – 135 135

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