Impact of Teacher Classroom Behavior on Academic Stress and School Adjustment of Students

Abstract

Present study was conducted to find the impact of teacher classroom behavior on academic stress and school adjustment of students at secondary school level in Sargodha division. Sample of 372 students (205 male students and 167 female students) participated in the study and this sample size was determined using Yamane's (1967) formula suggestions. Researcher developed three questionnaire including Teacher’s Classroom Behavior Scale (TCBS), Academic Stress Scale (ASS) and School Adjustment Scale (SAS) were administered for the collection of data. Validation of the instruments was completed through 10 experts in the field of social sciences whereas reliability of the tool was done through Cronbach’s Alpha methods. Different descriptive as well as inferential statistical tools were used for the analysis of data collected through questionnaires. Pearson product-moment correlation, linear and multiple regression, and t-test as inferential statistics whereas Mean and SD were used as descriptive statistics. Results of the study demonstrated that there is a negative association between teacher classroom behavior and academic stress and a positive association between teacher classroom behavior and school adjustment of students. Moreover, a significant impact of teachers’ classroom behavior on the academic stress and school adjustment of students was observed. These results show that good teachers’ behavior removes academic stress and improves the students’ adjustment. Therefore, the study recommends that teachers should keep cooperative behavior with students for better results.