Department of Education

LIBERTAD NATIONAL HIGH SCHOOL

Senior High School
Humanities and Social Sciences

Teacher Behavior as a

Predictor of Student Performance: A Study at Libertad National High

School

A Quantitative Research Paper

Presented to

The Faculty of Libertad National High School

Senior High School

Surallah Municipality

In Partial Fulfillment

of the Requirements for Practical Research

Ruth Queenie S. Abinal1, Krizhia Eve P. Dela Rosa2, Pearl Joy A. Frias3, Ana
Yeisha T. Pangantihon4, Baby Jane G. Pillado5, Chester Eliazer R. Santiago6

October 2024
 Chapter I

Introduction

This chapter overviews the research study and explains its main point and

significance. It sets the context for the study and explains its purpose and

objectives concerning the topic.

Background of the Study

Education is a factor that has been all widely recognized to be the

foundation of both social and personal development. It helps shape knowledge,

skills, and values with implications for informed citizenship (UNESCO, 2015).

Therefore, the relationship between teacher and student is a key feature of any

educational setting, because it sets learning and growth processes in motion.

This study will focus on the "Association Between Teacher's Behavior and

Student Performance" of Libertad National High School, as an avenue to unearth

the interplay between teaching practices and student outcomes.

Teacher behavior, such as teaching styles, classroom management

strategies, communication styles, and overall learning environment, has been

pretty influential on the student's learning process. Research has indicated a

close positive correlation between teacher behavior that is effective and better

student performance. Therefore, to succeed, teachers are indispensable in

facilitating academic success.

On the other hand, student performance encompasses several indicators,

including achievement, engagement in learning, and growth. While some factors

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are individual-centered, including intrinsic motivation, learning style, and prior

knowledge; others might be outside of the student, encompassing aspects such

as the learning environment or behavior exhibited by the teachers, thus

impacting the outcome of the student significantly (Eccles & Roeser, 2011).

Libertad National High School, in a highly specific socio-cultural setting,

may be viewed as an exceptional setting for exploring the association between

teacher behavior and student performance. Understanding this relationship may

identify leading opportunities to pinpoint areas that need enhancement and how

strategies might be developed for optimizing students' learning.

This study will contribute to the existing body of literature with the specific

teacher behavior types most highly associated with Libertad National High

School student performance. The factors that might intervene or moderate the

relationship will provide insight into particular challenges and opportunities that

might arise within this particular context of a school.

This study's findings will be of great assistance to educators, school

administrators, and policymakers in formulating a plan that would enhance good

learning for all the students and also foster a positive and productive learning

atmosphere for all the students in Libertad National High School.

Conceptual Framework
It is often thought that the classroom environment indirectly affects

learning through student engagement. This study examined how challenging and

supportive classroom environments influence learning in high school and

3
whether student engagement plays a role in this connection (J. Shernoff, D., et

al., 2017).

This study investigates how teachers' behaviors, such as classroom

management, instructional strategies, and communication style, influence

student performance in terms of engagement, interest, and motivation.

The study will manipulate three independent variables: instructional

strategies, classroom management techniques, and communication style. These

will be observed for their impact on student performance, measured by student

engagement, active involvement, interest, and motivation (dependent variables).

The study acknowledges that other factors, such as gender, age, and overall

average (intervening variables), can affect the results and will need to be

considered.

Overall, the research aims to understand how teachers' actions

(independent variables) influence student engagement (dependent variable) and

achievement.

Independent Variable Dependent Variable

Teacher’s Behavior Student Performance

 Classroom Management  Engagement

 Instructional Strategies Active Involvement
 Communication Style Interest
Motivation in Educational
Process
Intervening Variable

 Age 4
 General Average
 Figure 1. Research Paradigm

Statement of the Problem

This study aims to examine teachers' behavior and students' performance.

Thus, the behavior of teachers significantly correlates with the level of

performance of students in the educational process.

Specifically, this study seeks to obtain the following:

1. To what extent do specific aspects of teacher behavior influence student

performance, particularly in relation to student engagement as measured

by active involvement, interest, and motivation in the learning process?

2. Does the impact of teacher behavior on student performance differ

significantly according to student characteristics such as age, and general

academic average?

3. Is there a significant relationship between teacher behavior and student

performance when accounting for the potential moderating effects of

student age, and general academic average?

Scope and Delimitation

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 This study focuses on understanding how different aspects of teacher's

behavior, how does it affect student academic performance within this specific

educational institution. The objective is to explore behaviors such as

communication styles, classroom management, teaching strategies, and

emotional support, and these factors are related to student outcomes such as

grades, participation, and overall academic participation. This study is limited to

Libertad National High School, which means that the findings cannot be

generalized to other schools or settings. Only the student's performance in

academics is considered. It does not include extracurricular academic

achievement or measures of behavior outside of the classroom.

Significance of the Study

This study investigates the connection between how teachers act in the

classroom and how well students do and respond at Libertad National High

School holds significant implications for improving educational outcomes. By

examining the relationship between teacher behavior and student performance,

the study provides valuable insights into the factors that contribute to student

success. This research can guide educators in developing effective teaching

practices that foster a positive learning environment and enhance student

engagement.

Ultimately, this study contributes to the advancement of educational

research and practice, promoting student achievement and overall educational

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excellence. In addition to this, this study is held to be significant to the following

stakeholders:

Teachers. This study holds significant implications for teachers by

highlighting the role of teacher-student relationships in fostering student success.

The research demonstrates that teachers' interpersonal behaviors, such as

warmth, support, and encouragement, have a direct impact on students'

academic achievements, motivation, and overall well-being. By understanding

the link between teacher behavior and student outcomes, teachers can become

more aware of their own communication and interaction styles and make

conscious efforts to cultivate positive relationships with their students.

Learners. The acquired data in this study will help to improve learners'

positive learning experience. This knowledge empowers learners to advocate for

their needs and communicate effectively with their teachers to foster a more

supportive and engaging learning experience.

School. Through this study, the school can better understand the factors

influencing student success and implement evidence-based strategies to improve

its overall educational quality. This can lead to enhanced student achievement, a

more positive learning environment, and greater overall success for the school.

Future Researchers. This study lays the groundwork for future research

by allowing researchers to test its findings in various educational contexts and

improve the methods used to evaluate both teacher actions and student

progress. By delving deeper into specific teacher behaviors, considering the

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influence of surrounding factors, and creating effective strategies for

improvement, future research can help enhance teaching practices and promote

student achievement in a variety of learning settings.

Definition of Terms

Academic Achievement -refers to a part of students' performance specifically to

the outcomes of the student's learnings, frequently reflected in grades.

Engagement -refers to the level of interest, participation, and motivation that

students exhibit in the learning process, which can be influenced by the teacher's

behavior.

Management -refers to the techniques and styles used by teachers to keep the

productivity and respectful learning environment of the students which can affect

their behavior and performance.

Student Performance -refers to the engagement of the students that is

measured through their grades, participation, and how they are engaged in

school activities.

Teacher's Behavior - refers to the actions, attitudes, and interactions that the

teacher practices toward his/her students.

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9
 Chapter II
Review of Related Literature
This chapter provides related studies that significantly support the study

about the association between teacher’s behavior and students' performance. It

contains different information that specifies this study and provides valuable

insights into the topic.

Teacher’s behavior

One factor that significantly impacts students’ performance and

engagement is teachers’ behavior. It is how they behave, act, and hold their

attitudes towards students.

According to Geler, M. T. (2020) he aimed to examine if teacher behaviors

play a role in how much effort students put in based on the importance, they

place on teacher behaviors. Moreover, which particular actions impact students’

level of exertion? Eventually, there was proof that teachers’ actions influence the

connection between students’ value of teacher behaviors and students’ efforts.

Four out of the 28 behaviors exhibited by teachers were found to have a notable

impact on students' level of effort: being creative and engaging, displaying

enthusiasm for teaching, maintaining a positive and lively demeanor, and

encouraging critical thinking skills.

On the other hand, Zheng, Q. et. al. (2024), state that intelligently

analyzing teaching behavior can offer strong data support for teacher

development and supervision of teaching.

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 We are exploring if there are disparities in students’ views of teachers’

verbal and nonverbal immediacy behaviors and evaluations based on gender

and culture. (D’ souza, J. B., 2018)

Meanwhile, Interdependent group contingencies, based on applied

behavior analysis principles, have proven to be successful in behavior

management. This research found an increase in teacher feedback overall, with

more praise statements than corrective feedback when using the interdependent

group contingency method. (Dalton, T. L., 2024

Additionally, according to Geler, M. T. (2021), student satisfaction was

also influenced by professional competency and communication skills, although

to a lesser extent. The importance of student behavior did play a role in the

relationship between teacher behavior and student satisfaction, whether it was

caring and supportive or demonstrated professional competency and

communication skills.

Moreover, recently, there has been a growing emphasis on studying

emotions in ELT, highlighting the importance of underlying teacher psychology

and the emotional aspects of the teacher-student dynamic. This includes

examining how students perceive their teacher’s behavior in the classroom and

how these perceptions shape their overall opinions of the teacher’s emotional

well-being. (Moskowitz, S., 2024).

Furthermore, according to Rattner, K. C. (2024), effective strategies for

introducing new programs involve effective school management, creating a

supportive school environment, working together, assessing needs, planning

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strategically, using data to make decisions, and offering training to enhance

teacher skills and confidence in supporting student behavior at the elementary

level.

Teacher behavior plays a crucial role in shaping student performance and

engagement. The way teachers interact with students, their attitudes, and overall

demeanor can significantly impact students’ motivation, learning, and educational

experience.

Classroom Management

The method through which teachers manage the classrooms so that they

become a learning-friendly environment.

As stated by Kothari, T. P., & Pingle, S. S. (2015), teachers constantly

engage with students who originate from various backgrounds and cultures.

These students exhibit diverse methods of learning. The interaction between

students’ learning styles and teachers’ teaching styles occurs in a distinct setting

known as the classroom.

Effective classroom management is essential for creating a conducive

learning environment. By implementing strategies that foster positive behavior,

engagement, and organization, teachers can optimize student learning

outcomes.

Instructional Strategies

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 The strategies teachers employ when making the lessons interesting and

effective.

According to Arbabisarjou, A. et al. (2020), numerous academics argue

that the caliber of education and instruction plays a vital role in improving the

drive, energy, creativity, and productivity of both educators and learners.

Teaching involves intentional interactive strategies that are planned, carried out,

and assessed by the teacher. Indeed, education encompasses a range of

abilities offered before, during, and after the instructional process, affording

pupils the chance to gain knowledge.

The majority of individuals believe that how something is taught is a

crucial factor. The significance of teachers’ mindsets toward multicultural

education and their belief in their ability to promote inclusive education are

factors influencing teaching approaches in diverse classrooms, with practical

implications in educational settings (Buzzai, C. et al., 2024).

The choice of instructional strategies significantly impacts student

learning. By employing a variety of engaging and effective teaching techniques,

teachers can cater to diverse learning styles and maximize comprehension.

Communication Style

How teachers communicate with their students, determines their

understanding as well as confidence to ask questions.

The appearance of COVID-19 caused educational institutions to shift to a

more adaptable mode of learning. In this modality, the teaching styles of teachers

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can significantly impact student motivation. Research indicates that 86% of

students perceive their teachers as using a learner-centered approach, while the

remaining 14% perceive a teacher-centered approach (Avecilla, P. A., et al.,

2023)

Moreover, Huang, C., & Zheng, O. (2021), because students act as

vessels of knowledge, teachers’ methods of instruction, manner of teaching, and

behavior while teaching can impact students’ motivation to learn, their learning

process, and overall effectiveness.

A teacher's communication style plays a crucial role in shaping student

understanding and confidence. By using clear, concise, and respectful language,

teachers can create a positive learning atmosphere that encourages active

participation and critical thinking.

Student performance

Student performance emphasizes the degree to which students are active

and engage in lessons or the classroom. It reflects how a teacher teaches and is

responsible for student’s knowledge and performance.

By Boruah, B., et. al. (2024), teacher engagement has a significant impact

on the behavior and emotional well-being of adolescents, but teachers’

evaluations of their involvement do not have a significant effect. Furthermore, it

emphasizes the importance of evaluating teacher performance and addressing

job security issues to improve teacher-student relationships, especially for

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students who are struggling academically and may face additional challenges in

their interactions.

Additionally, Students in high-vitality lessons exhibited higher levels of

engagement, participation, and achievement compared to their peers in low-

vitality lessons. They were more likely to ask questions, offer comments, and

participate actively in class discussions. Additionally, they demonstrated a

deeper understanding of the material and achieved better academic outcomes

(Blackwell, J., et. al., 2020).

Students’ performance is a reflection of both student engagement and

teacher effectiveness. Active and engaged students demonstrate a greater

understanding of the material, while effective teaching practices foster this

engagement and ultimately contribute to student success.

Engagement

Engagement demonstrates how students’ cooperation and participation

can be upheld. It utilizes the ability of students to concentrate, learn, and engage

in discussions.

According to. Li, J., & Xue, E. (2023), the involvement of students is

crucial for academic success in higher education, and the factors that affect

student engagement can greatly impact academic performance and learning

results in the long term. Discussing ways to encourage student participation in

global higher education is vital. This topic is seen as urgent, prompting

researchers to conduct a meta-analysis for analysis. Multiple research studies

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have analyzed the influences on student engagement and academic results as

student engagement is recognized as a critical factor in fostering positive student

growth within higher education.

Also, Nakamura, K. et al. (2024), revealed that teachers' actions

significantly influenced student engagement levels. Specifically, teachers in high-

vitality classes employed more engaging strategies, such as asking thought-

provoking questions, providing timely feedback, and fostering a supportive

classroom environment. These strategies contributed to higher levels of student

participation, motivation, and overall engagement in the learning process.

Engagement is paramount in fostering a dynamic and productive learning

environment. It cultivates concentration, deepens understanding, and

encourages meaningful discussions, ultimately leading to a more enriching and

effective educational experience for all.

Overall, related studies underline the fact that teacher behaviors and

teaching styles have strong impacts on student performance and engagement.

Effective behaviors, such as creativity perseverance, and positive behavior in

teachers create a supportive learning environment. Adaptive teaching styles also

interest students and increase their engagement. Teacher effectiveness and

engagement are reflected in student performance; hence, there is a need for

developing teachers and creating supportive school environments.

While existing research provides a general understanding of the impact of

teacher behavior on student performance, a significant gap exists in

16
understanding this relationship within the specific context of Libertad National

High School. The reviewed literature primarily focuses on broad principles,

lacking studies that examine the unique cultural, resource, and demographic

factors at play in this particular school. Additionally, there is a need for a deeper

exploration of how student characteristics like age and gender interact with

teacher behavior to influence performance. Further investigation into the specific

teaching styles employed at Libertad National High School and their impact on

student engagement is also crucial.

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 Chapter III

Research Methodology

This chapter presents the following research design and the methodology

applied to the study. It comprises the research approach, participants, data

collection methods, and data analysis procedures.

Research Design
This study will use a correlational research design to find out if there’s a

relationship between teacher behavior and student academic performance. By

using this design, the research will be able to see if the way teachers act, such

as how they interact with students or manage the classroom, is connected to

student grades. It won’t prove one thing causes the other, but it will show if

there’s a link between the two. This design is useful because it helps in

understanding how teacher behavior might impact students’ academic success,

which could help improve teaching methods in the future. A correlational

research design investigates relationships between variables without the

researcher controlling or manipulating any of them (Bhandari, P., 2021).

Research Instrument

To gather data for this study, a variety of tools will be used. First, a

Teacher Behavior Observation Checklist will help systematically observe and

document teachers’ behaviors in the classroom. This checklist will aim to pinpoint

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specific signs of authoritarian, democratic, and permissive teaching styles, such

as the levels of control exercised, how much students participate, and the type of

feedback given. Second, Student Performance Assessments will be conducted to

evaluate students’ academic success in relevant subjects. These assessments

may include standardized tests or teacher-created exams that align with the

curriculum and will be given to a representative group of students. Lastly, a

Student Engagement Survey will be employed to measure how engaged

students feel in the classroom. This survey will feature Likert-scale questions that

evaluate students’ views on their involvement, interest, motivation, and overall

classroom experiences.

Research Locale
The research will be conducted at Libertad National High School, which is

located in Barangay Libertad, Surallah, South Cotabato. It is a vibrant

educational institution serving a diverse community of students from grade 7 up

to grade 12, under the visionary. Additionally, the school administration has

expressed support for the research, facilitating data collection and providing

necessary resources.

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 Figure 2. Locale of the Study
Sampling Design and Inclusion Criteria

This aims to investigate the association between teacher behavior and

student performance at Libertad National High School. A stratified random

sampling method will be employed. This approach ensures representation across

different grade levels and subject areas, allowing for a comprehensive analysis of

the relationship. "Stratified random sampling is essential for achieving

representative samples in educational research" (Creswell, 2014). The target

population will include students enrolled at the school during the academic year

2023-2024. The sample size of this study is 40, with a ratio of 20:20 per level

from grades 11 and 12.

The following should be applied:

Parameter Inclusion Criteria

Grade Level Participants must be a student of Libertad National High

School and currently Grade 11 and 12 students.
Respondents Respondents must be senior high school students.

Age Participants should be in the range of 16 to 18 years of

age.

Willingness to Participants must be willing to participate in his/ her own

participate
decisions.

Table 1. Participants and Inclusion Criteria

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Data Gathering Procedure

The process of data collection, applied to this study involved gathering

information from chosen participants. Ensuring the accurate and relevant

collected data is crucial for the validity of future research. In relation, considering

well well-thought plan and decision in the processing of information acquisition

that is consistent with the objectives we are looking for such as the correct use of

methodology, required participants, and appropriate research instrument to

gather information.

The researchers acquired permission from the school administration to

conduct interviews and gather the necessary data. The researchers personally

conducted surveys with the participants, who were Libertad National High School

students at the senior high school level. In the process the gathered data from

interviews were collected, analyzed, interpreted, and summarized, leading to the

formulation of conclusions and recommendations for the study.

The concise and systematic approach to data collection and process is

presented in the tables below:

Initially, the researchers seek permission from the Libertad National High
School headquarters to conduct the Research study.

The consent letter to conduct research on senior high school students at

Libertad National High School should clearly state the purpose, benefits, and
potential risks of the research

21
 Senior high school students are both grade 11 and 12 students who are willing to
participate in our research, and informed consent should be obtained from each
participant.

Respondents are randomly selected in a ratio of 20:20 from both grade 11

and 12 levels, ensuring a representative sample for the stud

Conducting a survey of grade 11 and 12 students about how teacher

behavior affects their level of performance, using validated instruments to
measure both teacher behavior and student performance.

Collecting information and creating a study summary, conclusions, and

recommendations, ensuring ethical reporting and respecting participant
confidentiality.

Figure 2. Data Gathering Procedure. LINHS. 2024

Statistical Treatment

When we analyze the data, our first step will be descriptive statistics to

understand the baseline for what will be presented. It will mean bringing together

means, medians, and standard deviations of all the metrics relating to teacher

behavior and student performance (Field, 2018). Then, we will pass correlation

22
analysis by Pearson’s correlation coefficient: it will determine the type of specific

teacher behavior and their performance consequences for students. It can help

detect some important trends by paying attention to the data (Dancey & Reidy,

2017). More particularized, as correlation speaks, multiple regression analysis

will be implemented in a more in-depth study into these relationships. This

approach allows measuring the influence of several teachers' behaviors towards

outcomes for their students while controlling for confounding variables such as

student socioeconomic status and prior achievement (Tabachnick & Fidell,

2019).

Ethical Consideration

We will first get permission from the school, students, and teachers before

starting the study This way, everyone will know what the project is about and

agree to take part.

All the information we collect will be kept private, and no names or

personal details will be shared. We will make sure that everything is anonymous

to protect the participants’ privacy.

Participation will be voluntary, meaning students and teachers can choose

whether or not they want to take part. If someone decides to stop participating,

they can do so at any time without any consequences or pressure to continue.

23
 We will also ensure that everyone involved is treated with respect and that

their rights are protected throughout the study. We will follow the necessary

guidelines to make sure the study is done ethically and responsibly.

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