Impact of Classroom Behaviour of Teachers on Students’ Outcomes at Secondary Level: A Meta-Analysis

Nikunja Ranjan Dash¹ , Krutibash Rath²

Section:Research Paper, Product Type: Journal-Paper
Vol.10 , Issue.2 , pp.61-70, Feb-2024

Online published on Feb 28, 2024

Copyright © Nikunja Ranjan Dash, Krutibash Rath . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

View this paper at   Google Scholar | DPI Digital Library

XML View     PDF Download

How to Cite this Paper

Abstract :
In the present study, the investigator attempts to find out the effect size of classroom behaviour of teachers and its impact on students’ outcomes at the secondary level by conducting a meta-analysis. The sample of the current investigation consists of 32 studies published in different countries in the above-specified areas from 2000 to 2015, selected by applying purposive sampling techniques. Moreover, 30 experts were selected to confirm and examine the findings` relevance in the Indian context. The study found eight dimensions of teacher behaviour, each having varied effects on different aspects of students` outcomes at the secondary level. Among these, the majority of experts opined that the academic optimism, expressive, and socially reinforcing behaviour of teachers exert a more positive influence, whereas authoritarian and culturally abnormal behaviour has more negative effects on students` outcomes at the secondary level. This research work carries implications for teachers and teacher educators/trainers, underscoring the importance of self-awareness and preparation to create a positive and conducive learning environment. It will also facilitate administrators, policymakers, researchers, and others in orienting themselves to understand and address the diverse needs of 21st-century classrooms. Furthermore, it provides theoretical evidence, emphasizing its significance in the continual efforts to improve the quality of secondary education in India. Additionally, it will serve as a valuable source for conducting further research, taking into account specific dimensions in various contexts. In doing so, it contributes not only to the theoretical understanding of the subject but also offers practical insights for improving teaching practices and educational policies.

Key-Words / Index Term :
Teacher Behaviour, Meta-Analysis, Effect size.

References :
[1] A. Hanif, & K. Saba, “A study of effectiveness of trained and untrained teachers at elementary level”. Master Thesis, University of the Punjab., Lahore, 2000.
[2] A.L. Goodwin, “Defining teacher quality: Is consensus possible?” Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D.J. and Demers, K.E. Third Edition, Routledge publisher, New York, pp.399–403, 2008.
[3] A. Sunbul, “Introduction to Teaching as a Profession,” Pegem Academic publication, Ankara, Turkey, 2001.
[4] B. O. Smith, “Research in teacher education”,Prentice Hall, Englewood Cliffs, New Jersey, 1971.
[5] B. S. Bloom, “Human characteristics and School Learning”, McGraw Hill, New York, 1976.
[6] B.V. Rosenshine, “Synthesis of Research on Explicit Teaching”, Journal of Educational Leadership,Vol.43, Issue.7, pp. 60-69, 1986.
[7] G. P. O’NEILL, “Teaching Effectiveness: A Review of the Research”, Canadian Journal of Education, Vol.13, Issue.1, pp.162-185, 1988.
[8] H.K. Wong, & R.T. Wong, “The first days of school: How to start school successfully”, Harry K. Wong Publications, Sunnyvale, California, 1991.
[9] H. L. Darling, & J. Bransford, “Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able To Do”, Jossey Bass, San Francisco, 2006.
[10] H. McBer, "Research into teacher effectiveness: Early professional development for teachers”,.David Fulton Publishers, pp.193-209, 2012.
[11] J. Bruner, “The Process of Education”, Harvard University Press, Cambridge, Massachusetts, 1977.
[12] J.E. Brophy, & T.L. Good, “Teacher Behavior and Student Achievement”, Macmillan publisher, Third Edition, New York, pp. 376-391, 1986.
[13] J. Hattie, “Teachers make a difference: What is the research evidence?”, Australian Council for Educational Research, Camberwell, Vol.36, Issue. 2, pp.27-38, 2003.
[14] J. Thumpson, “Education in International Context Modules”, University of Bath Summer School, 1993.
[15] L.K. Hayon, “Reflection and professional knowledge: A conceptual framework”, In C.Day, M. Pope, & P. Denicolo Edition, Insight into teachers’ thinking and practice, Routledge , pp.57-70, 1990.
[16] M. Barber, & M. Mourshed, “How the world’s best-performing school systems come out on top”, McKinsey & Company, London, 2007.
[17] M. Cochran-Smith, “The outcomes question in teacher education”, Journal of Teaching and Teacher Education, Vol.17, Issue.5, pp.527-546, 2001.
[18] M. Sisman, “Instructional Leader ship” Pegem Academic publication, Ankara, Turkey, 2004.
[19] N.C., Loes, K., Saichaie, R.. Padgett, & E, Pascarella, “The effect of teacher behaviours on stdents incination to inquiry and lifelong learning”, International Journal for scholarship for teaching and learning, Vol.6, Issue.2, pp.1-20, 2012.
[20] N. R. Dash, K.B. Rath, "Effect of Reflective Strategy on Student’s Outcome at Secondary Level: A Meta- Analysis," International Journal of Scientific Research in Multidisciplinary Studies , Vol.5, Issue.8, pp.77-89, 2019.
[21] Priscilla Jeptoo Rotich, Agumba Ndaloh, Kiprotich Sang, "Influence of Learner Gender on Performance in Integrated English in Public Day Secondary Schools in Nandi North Sub County, Kenya," International Journal of Scientific Research in Multidisciplinary Studies , Vol.9, Issue.11, pp.91-99, 2023.
[22] R. J. Marzano, & J. S. Marzano, “The key to classroom management”, Journal of Educational Leadership, Vol.61, Issue.1, pp.6-13, 2003.
[23] V. Brooks, & P. Sikes, “The Good Mentor Guide: Initial Teacher Education in Secondary Schools”, Open University Press, Buckingham UK & Bristol USA, 1997.