Analysis of Teachers’ Classroom Behavior in Relation to their Demographic Characteristics at University Level

Abstract

Teachers' behaviour plays a significant role in teaching and learning. This research aimed to analyze the teachers' classroom behaviour and their demographic characteristics at the University level. Teachers' demographic characteristics such as gender, designation, age, sector, experience, qualification, professional qualification, employment status, marital status, locality, average no. of working hours per day and their department explored to provide insight on teachers' perceived classroom behavior. The data was analyzed using the co-relation method of quantitative research design. Teacher's perception of their classroom behaviour and their demographic characteristics was measured through the adapted questionnaires. This research was carried out with 411 university teachers from three universities in Multan. The data were analyzed using descriptive and inferential statistical approaches, including Pearson's R coefficient of correlation, Mean, Standard Deviation, Independent samples t-test, and ANOVA. Findings showed that teachers' classroom behaviour was moderate to highly positive with university students regarding teachers' interactive and negative behaviour, effective responses to student needs and teachers' caring behaviour. No statistically significant difference was found between the university teachers' perceptions about their classroom behaviour based on their gender, designation, age, sector, experience, qualification, professional qualification, employment status, marital status, locality, average no. of working hours per day and their department.Furthermore, public and private university teachers’ perceptions of their classroom behavior differ significantly. The Pearson correlation coefficient result shows no significant relationship between teachers' classroom behavior and their demographic characteristics. This study has several limitations and implications that must be considered when interpreting findings. These include the fact that we could not investigate the extent to which the differences in teacher perceptions could be explained by biases or stereotypes held by the teachers. Due to our sample size, we could not investigate whether or not teacher perceptions differed for immigrant students from different countries. The researchers recommended that teachers' classroom behavior be examined, recognized and acknowledged at all other levels of educational institutions and organizations in Pakistan.