International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2021, Vol. 12(2) 1-12

The Relationship between Students’ Perceptions of EFL Teachers’ Interpersonal Teaching Behavior and their English Achievement in Ethiopian Universities

Minwuyelet Andualem Desta

pp. 1 - 12   |  Manu. Number: ijrte.2021.008

Published online: June 29, 2021  |   Number of Views: 56  |  Number of Download: 432


Abstract

The purpose of this study was to investigate the relationship between students’ perception of English as a Foreign Language teachers’ interpersonal teaching behavior and their English language achievement. To attain this objective, a correlational research design was employed. Participants of the study were 177 first year students enrolled in the department of English Language and Literature at selected Universities. The study used purposive, and systematic random sampling techniques. Questionnaire on teacher interaction and English achievement test were used to gather data. The findings revealed that understanding was perceived as interpersonal behavior which occurred most often in EFL classes followed by strict, student freedom, & leadership respectively. Apart from this, uncertain behavior was found to be least perceived behavior in the classrooms. Also, the finding indicated that teachers in the sample areas were less dominant but more cooperative over the communication process with their students. In line with relationships, the study found positive & significant correlations between students’ English achievement & their teachers understanding, & leadership behavior. In sense of its contribution, understanding, followed by leadership interpersonal behavior was found to be the most powerful and significant variable on the students’ English achievement. Finally, it was recommended that teachers be given trainings continuously about teachers’ interpersonal teaching behavior and its relationship to students’ learning. 

Keywords: English Achievement; Students’ Perception; Teachers Interpersonal; Teaching behavior


How to Cite this Article?

APA 6th edition
Desta, M.A. (2021). The Relationship between Students’ Perceptions of EFL Teachers’ Interpersonal Teaching Behavior and their English Achievement in Ethiopian Universities . International Journal of Research in Teacher Education, 12(2), 1-12.

Harvard
Desta, M. (2021). The Relationship between Students’ Perceptions of EFL Teachers’ Interpersonal Teaching Behavior and their English Achievement in Ethiopian Universities . International Journal of Research in Teacher Education, 12(2), pp. 1-12.

Chicago 16th edition
Desta, Minwuyelet Andualem (2021). "The Relationship between Students’ Perceptions of EFL Teachers’ Interpersonal Teaching Behavior and their English Achievement in Ethiopian Universities ". International Journal of Research in Teacher Education 12 (2):1-12.

References

    Abeir, S. (2014). Interpersonal perspectives on classroom management in secondary classrooms in the Iran 6(2), 34-47.

    Allvar, H. (2010). Second Language Teacher Characteristics as Predictors of Students’ Academic Achievement. Journal for English as a Second Language 13(4), 121-136.

    Aliya, M. (2012). Eights Grade Students’ Perceptions related to their Mathematics Teachers’ Interpersonal behaviors. M.A Thesis, Middle East Technical University.

    Bosker, R. (2011). Teacher-student interpersonal relationships in Indonesian secondary education: Profiles and importance to student motivation. Asia Pacific Journal of Education, 31(1), 33 – 49.

    Charalambos, Y. (2013). What matters for student learning outcomes: Meta-analysis of study’s exploring factors of effective teaching: Teacher and Teacher Education, 36 (7), 143- 152

    Delaney, J. (2010). Students’ Perceptions of Effective Teaching in Higher Education. St. John’s, NL: Distance Education and Learning Technologies

    Den Brok, P. (2012) Teacher-student interpersonal behavior in mathematics classrooms in Indonesia. International Journal of Science and Mathematics Education, 10(1), 21-47. doi: 10.1007/s10763-011-9276-1

    Ethiopian Academy of Sciences. (2012). Workshop Report on Quality of Education in Ethiopia sponsored by the Royal Society, UK – Pfizer African Academies Program. Addis Ababa, Semen Hotel.

    Fisher, D., & Ramos, J. (2013). Predicting Australian Students’ Perceptions Of Their Teacher Interpersonal Behavior. Paper presented at the annual meeting of the American Educational Research Association, San Diego.

    Fimon, R. (2013). The development priorities of Ethiopian higher education teachers. Journal of In- service Education 21(2), 308-314.

    Francis, Y., Levy, R., & Wubbles, T. (2006). Secondary teachers’ interpersonal behavior in Singapore, Brunei and Australia: A cross national comparison. Asia-Pacific Journal of Education 26(1), 77-91.

    Geremew, L. (2016). Handbooks of Applied Linguistics Communication Competence Language and Communication Problems Practical Solutions 8 (4), 121-134.

    Haber, F. (2011). The mystery of good teaching: Surveying the evidence on student achievement and teachers’ characteristics. Education Next 2(1), 45-58.

    Hansen, A. (2018). Changing teachers, changing times: Teacher’s work and culture in the postmodern age. New York: Teachers College Press.

    Horton, J. (2010). Teachers’ Characteristics as Correlates of Students’ Academic Performance among Secondary School Students in Saki-west Local Government Area of Oyo State. Journal of Educational and Social Research 4(6), 59-82.

    Kia, M. (2010). Study of Teacher-Students Interaction in Teaching Process and its Relation with Students' Achievement in Primary schools. The Social Sciences, 4 (54-61). DOI: 10.3923/sscience.2010.54.61.

    Levy, J., & Morganfield, B. (2015). Language and cultural factors in students’ perception of teacher communication style. International Journal of Intercultural Relations 22(9), 25-49.

    Liberante, L. (2012). The importance of teacher–student relationships, as explored through the lens of the NSW Quality Teaching Model. Journal of Student Engagement: Education matters. 4 (2), 6–13

    Mahle, M. (2011). Effects of interactivity on student achievement and motivation in distance education. Quarterly Review of Distance Education, 12(3), 207-215.

    Ministry of Education (1994). Education and Training Policy. Addis Ababa: St. George Printing Press.

    NIED (2009). Improving continuous assessment in schools: a policy and information guide for implementation, Republic of Namibia. Online. Retrieved in July 6, 2014.

    Ramos, T., and Fisher, P. (2011). Three perspectives on perceptions of teacher-student interaction: A seed for change in science teaching. The annual meeting of the National Association for Research in Science Teaching, New Orleans, Louisiana.

    Ramos, W., & Fisher, J. (2013). Gender and Cultural Differences in Teacher-Student Interpersonal Behavior. Paper presented at the Conference of the Educational Research Association, Singapore and the Australian Association of Research in Education. Singapore.

    Rodger, H. (2016). Cultural influences on students’ perceptions of videotaped lessons. International Journal of Intercultural Relations 27(12), 350-378.

    Sandler, L. (2015). Value added assessment. School Administrator 10(27), 28-41.

    Smith, D. (2011). Classroom environment instruments: Development, validity and applications. Learning Environments Research 5 (8), 18-43.

    Takele, A. (2010). Education in Ethiopia: From Crisis to the Brink of Collapse. Landers AB: 21 (11), 234-445

    Tale, W. Zhou. Y. (2009). Teacher interpersonal behavior and student achievement in English as a Foreign Language classroom in China. Learning Environment Research 12 (4), 141-173.

    Tan, H. (2012). Perceptions of interpersonal teacher behavior. In T. Wubbels, & J. Levy, (Eds.), do you know what you look like? Interpersonal relationships in education (pp. 26-54). London: Flamer Press.

    Taye, W. (2016). In-Service English Language Teacher’s Perceptions of the Factors that Influence of Group work Activities in ELT Classes. The Ethiopian Journal of Education IV: 2.

    Walter, F. (2009). The learner-centered classroom and schools: Strategies for enhancing student motivation and achievement. San Francisco, CA: Jessy Bass.

    Ward, T. (2011). What makes good teachers good? A Cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62 339-355. doi: 10.1177/0022487111404342

    Wubbels, T. (2004). Interpersonal teachers’ behavior and students outcomes. School Effectiveness and School Improvement 15(6), 401-439.

    Yirdaw, M. (2012). Discipline problems of beginning teachers. Paper presented at annual meeting of American Educational Research Association, Chicago, IL. (ERIC Document 240032).

    Zeleke, C. (2014). The Role of Students-teachers Relationship in the Lives of fifth Graders: A Mixed Methods Analysis. A Dissertation Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy.

    Zewudu, M, Mikael, A., & Van, T. (2018). The effect of teachers’ interpersonal behavior on students’ subject-specific motivation. Journal of Classroom Interaction 37(7), 23-54.

    Zhu, C. (2010). Teachers Perceptions of their roles and adoption of educational technology: challenges in the Chinese context. Educational Technology, November-December 2010, 50(6), 44– 58.