Impact of teachers’ classroom behaviours on students’ learning at secondary school level in Quetta district, Baluchistan, Pakistan


Muhammad Ehsan


Introduction: In the field of learning, the relationship between a teacher and student is of notable importance. Classroom is a learning place where students spend a significant amount of time with their teachers. 

Purpose: This study was initiated to check how negatively or positively teachers can affect the learning process of their students in classroom with their behaviours. Similar type of studies were conducted before as well, but this study was necessary in Quetta, Pakistan, because of increasing amount of drop-outs of children from secondary schools in the city. Hence, due to new wave of terrorism in the city, the study was kept limited.

Methodology: A total of 200 respondents from ten high schools of Quetta city took part in this study. Survey method was used and the data had been compiled on a Likert scale with closed ended statements. After the data was collected, it was analyzed in SPSS software. Cross-tabulation was applied on the data and also Mean of the responses was derived from each statement. Basically, two major factors followed by sub-statements were taken into consideration for the study to find out their impact.

Results: The end results showed mixed results. In some cases teacher’s strict behaviours puts positive impact too.

Recommendations: It is essential for teachers to gain thorough understanding and implications of the behaviours to attain high level of efficiency in the classroom. Hence, democracy is essential and teachers should align their behaviours.


How to Cite
Ehsan, M. (2020). Impact of teachers’ classroom behaviours on students’ learning at secondary school level in Quetta district, Baluchistan, Pakistan. Journal of Educational Research in Developing Areas, 1(1), 20-32.


  1. Aluede, O., Ojugo, A. I., & Okoza, J. (2012). Emotional abuse of secondary school students by teachers in Edo State, Nigeria. Research in Education, 88(1), 29-39.
  2. Bhargava, A., & Pathy, M. (2011). Perception of student teachers about teaching competencies. American International Journal of Contemporary Research, 1(1), 77-81.
  3. Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M. & Mallah, K. (2017). Complex trauma in children and adolescents. Psychiatric annals, 35(5), 390-398.
  4. Davila, E.R. (2003). What about the teachers and the classes? Puerto Rican students in Chicago share their experience. Proceedings of Annual Meeting of the American Educational Research Association. Chicago, IL.
  5. Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research project. Sage.
  6. Jane, H. (2016, November). Does strict discipline pay off in the classroom?
  7. Mercer, S., & De-Rosier, M. (2010). A prospective investigation of teacher preference and children's perceptions of the student teacher relationship. Psychology in the Schools, 47(2), 184-192.
  8. Mundy, K. (1999). Educational multilateralism in a changing world order: UNESCO and the limits of the possible. International Journal of Educational Development, 19(1), 27-52.
  9. Prochaska, J. O., Di Clemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American psychologist, 47(9), 1102.
  10. Shah, S. S. A. (2009). Impact of Teachers Behaviour on The Academic Achievement Of University Students. Journal of College Teaching & Learning, 6(1) 69-73.
  11. Somerville, L. H. (2013). The teenage brain: Sensitivity to social evaluation. Current directions in psychological science, 22(2), 121-127.
  12. Soroya, M. S., Hashmi, M. A., & Soroya, S. H. (2014). Student-teacher relationship and its impact on academic integrity: A case of university of the Punjab. Pakistan Library & Information Science Journal, 45(2).41-48.
  13. Starr, C., & Taggart, R. (1992). Integration and control: Endocrine systems. biology-the unity and diversity of life. Wadsworth Publishing Company.
  14. Stronge, J. H. (2018). Qualities of effective teachers. ASCD.