Students' learning attitude and classroom performance as influenced by teachers' behavior: Bases for an intervention plan

Abstract

This study aimed to examine the influence of teachers' behavior on students’ learning attitude and classroom performance which served as the basis for the development of an intervention plan. A total of 160 purposively selected second-year students from Business English and International Logistics Management majors participated in the study. Using a validated and pilot-tested researcher-made online questionnaire, data were collected on student demographics, perceptions of teacher behavior, learning attitudes, and academic performance. The study employed a survey-correlational design, with data analyzed using descriptive statistics and non-parametric tests at a significance level of α = 0.05. Findings revealed that students generally perceived their teachers’ classroom behavior as moderate and their own learning attitudes and academic performance as moderately good. No statistically significant differences were observed in these perceptions across sex, major, place of origin, or family income. However, moderate positive correlations were found between teachers’ behavior, students’ learning attitudes, and perceived academic performance. These results highlight the importance of positive teacher behaviors in shaping student engagement and outcomes. Based on these findings, an intervention plan was developed, focusing on teacher professional development, student support mechanisms, and the promotion of inclusive, emotionally supportive classroom environment.