Teacher Interpersonal Behaviour and Students’ Academic Achievement: A Conceptual Review

Mohammed Yunusa, Ogwuadu O. Richard, Fatima M. Joda

Abstract


This paper discusses the role of positive of teacher interpersonal behaviour in promoting inspiring learning outcomes, particularly academic achievement. It also describes teacher interpersonal behaviour as an embodiment of attributes displayed by teachers in learning environment. Students’ perception of the behaviour was identified as a factor that makes or mars teacher-student relationship. It furthermore, indicates that positive relationship quite often influences and improves students’ academic achievement. Similarly, the concept and model of teacher interpersonal behaviour were also elaborated to express points of teacher-student relationship in learning environment. Equally, the concept of academic achievement was explained via some empirical authentications. Subsequently, review of empirical studies on teacher interpersonal behaviour and academic achievement conducted in Nigeria and other continents of the world was presented. Consequently, it was concluded that positive teacher interpersonal behaviour is a sine qua non for positive learning outcome. Based on the preceding discourses, it is suggested that teachers should demonstrate positive manners that lure students to see importance of their subject contents for positive academic achievement.


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References


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