Thesis: The Influence Of Teacher Attitude On Student Achievement At Grade Six, Elementary School Hyderabad

Title:
THE INFLUENCE OF TEACHER ATTITUDE ON STUDENT
ACHIEVEMENT AT GRADE SIX, ELEMENTARY SCHOOL HYDERABAD
Submitted By:
HIRA AZMAT
Coordinated To:
MS. NADIA THALHO
And
Supervised
MS. NADIA THALHO
Lecturers
GECE (W) Hyderabad
Academic Year 2019
GOVERNMENT ELEMENTARY COLLEGE OF DUCATION (W) HYDERABADLIST

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Table of Contents
CERTIFICATE.............................................................................................................................. iv
Acknowledgement..................................................................................................................... ii
Dedication................................................................................................................................. iii
Abstract..................................................................................................................................... iv
Chapter One...............................................................................................................................1
Introduction ...............................................................................................................................1
1.1. Overview Of the chapter:................................................................................................1
1.2. Introduction: ...................................................................................................................1
1.3. Background of the study:................................................................................................3
1.4. Objectives of the study:..................................................................................................4
1.5. Research question:..........................................................................................................5
1.6. Statement of the problem: .............................................................................................5
1.7. Purpose of the study:......................................................................................................5
1.8. Scope of the study: .........................................................................................................6
1.9. Limitation of the study:...................................................................................................6
1.10. Ethical considerations:..................................................................................................7
1.11. Definitions and terms: ..................................................................................................7
1.11.1. Attitude:.................................................................................................................7
1.11.2. Behavior:................................................................................................................7
1.11.3. Achievement:.........................................................................................................7
1.11.4 Performance: ..........................................................................................................8
1.11.6 Pedagogical approaches: ........................................................................................8
Chapter Two...............................................................................................................................9
Review of Literature...................................................................................................................9
2.1: Overview of chapter two: ...............................................................................................9
2.2: Theoretical frame work of teacher attitude on student performance:..........................9
Theory integration in influence of teacher attitude on student achievement:...................10
2.3: History of teacher attitude and comparison of foreign and Pakistan on teacher
attitude towards student performance:..............................................................................10
2.4: Characteristic and key terms of teacher attitude on student performance: ...............12
Key terms:........................................................................................................................13
Attention:.........................................................................................................................13

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Retention: ........................................................................................................................13
Imitation:..........................................................................................................................14
Motivation........................................................................................................................14
2.5: Relationship between of teacher attitude on student performance and its pros and
advantages to learning: .......................................................................................................14
Pros and advantages to learning: ........................................................................................14
Improving Academic Success............................................................................................15
Preventing Behavior Problems in the Classroom ................................................................15
Improving Student Attitude towards Class work.................................................................15
Aiding Growth in and Outside the Classroom......................................................................15
2.6:Develop positive discourse with students with challenging behavior ..........................16
Make extra effort to develop and sustain relationships with difficult students .................16
Chapter Three ..........................................................................................................................18
Research Methodology............................................................................................................18
3.1: Overview Of Chapter Three:.........................................................................................18
3.2: Research Design:...........................................................................................................18
3.3: Research methodology:................................................................................................19
3.4: Research approach (inductive approach):....................................................................19
Deductive Approach ............................................................................................................19
Time span:.......................................................................................................................20
3.5: Tool/ instrument:......................................................................................................20
3.6: Sampling design:...........................................................................................................20
3.7: Population:....................................................................................................................21
3.8: Sampling techniques method/ Sampling size:..............................................................21
3.9: Data collection: .............................................................................................................21
3.10 Data Analysis and Interpretation.................................................................................21
Data analysis is a process used by researchers for data collection data analyzing and
interpreting help in reducing a large chunk of data into smaller fragments which makes
sense. Where the researcher used Ms. Office and Excel for interpretation used graphs
and Tables and as well descriptive in the way.....................................................................21
Chapter Four ............................................................................................................................22
Data Analysis and Result..........................................................................................................22
4.1: Overview of Chapter:....................................................................................................22
4.2 Data analysis: .................................................................................................................22
4.2: Action research:............................................................................................................22

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4.3 Analysis of action research cycles;.................................................................................24
4.3.1: Report on reconnaissance during Field: ...................................................................24
4.5: Report on Cycle 2 during Field and 6 teachers on the responses of teacher .............29
4.6: Report of 3 cycle during Field workshop with teacher.................................................30
Feedback or strategies that are beneficial for student good performance suggested by
teachers after Workshop:....................................................................................................31
Use Student Interests to Your Advantage:.......................................................................32
4.7: Report of cycle 4 during Field after workshop went to observe classroom that How
teachers behave with students used Post check List...........................................................33
4.8: Finding/Result:..............................................................................................................35
4.9: Discussion: ....................................................................................................................35
Chapter Five.............................................................................................................................36
Summary , Discussion ,Conclusion And Recommendation......................................................36
5.1: Overview of chapter: ....................................................................................................36
5.2: Summary:......................................................................................................................36
5.3: Discussion: ....................................................................................................................36
5.4 Conclusion:.....................................................................................................................37
5.5: Recommendations:.......................................................................................................38
References: ..........................................................................................................................39
Appendix (A) ........................................................................................................................44
Appendix (B).........................................................................................................................45
Appendix (C).........................................................................................................................46
Appendix (D) ........................................................................................................................49

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CERTIFICATE
This is to certify that Ms. HIRA AZMAT has conducted this
Action Research Project entitled “Topic: THE INFLUENCE OF
TEACHER ATTITUDE ON STIUDENT ACHIEVEMENT AT
GRADE SIX ELEMENTARY LEVEL” during the academic year
2018, under the supervision of Ms NADIA in partial fulfillment
for the degree of B.Ed. (Hons).
RESEARCH
SUPERVISOR
Ms. Nadia
Lecturer
GECE (W) Hyderabad
PRINCIPAL
Ms. Nayyar Rafique
GECE (W) Hyderabad

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Acknowledgement
First of all, I am grateful to Allah Almighty and His
Prophet Muhammad (Peace Be upon Him) who provided me strength and health to
complete my Action Research. I also must acknowledge those people who encouraged
and supported me during my research study
For the ancestors who paved the path before me upon whose shoulder I stand.
This is also dedicated to my family and the many friends who
Supported me on this journey
Thank you
I would like to express my deepest gratitude to my co-coordinator and Supervisor Ms.
Nadia and also thankful of Ms.Farzan Shaikh, for support, collegiality, and
mentorship
Assistance and supervision show me the way which is highly appreciated.
Finally, I wish to thanks to my family for their patience and support.
(HIRAAZMAT)

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Dedication
This modest exertion is dedicated to
My parents
Who brought me up to?
The point of fineness
Where we are footing today, looking for
Most prominent, and gleaming
Future at the forefront, for which they
Sacrificed most of their past,
And to
My respected teachers who guided
Me throughout
Academic life

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Abstract
It is highly important for the teacher that to be able to shoulder leadership
responsibilities effectively. This could be achieved if the needed knowledge is
imparted by highly motivated teachers who will in turn inspire the learners. To be
certain about the motivation level of the subject teachers, this study will conduct to
examine and evaluate teachers’ attitudes towards teaching and learning of students in
elementary schools. Qualitative Descriptive methodology is used in research with
simple random sampling. The population of the study consisted of eight girls
randomly select in girl’s high secondary school with six teachers of grade six. The
Observational checklists on behaviors were administered to collect data and simple
percentage will used in analyzing it. It is evident that teachers have various attitudes
towards teaching in elementary schools. Therefore, stakeholders in education should
see to motivating the subject teachers to teach the subject effectively and efficiently to
arouse civic consciousness in the students who will be our future of country. The
teachers of Government High School not using new techniques and methods in
teaching schools or in the character building of student personalities the attitudes or
behaviors of teachers is one the major reasons in student poor academic performance.
Effective teaching learning process is essential for providing quality of education at
all levels. This research study examined the influence teacher’s attitude on student’s
performance at grade six there are different things such as behavior, attitude,
understanding basic concept, skill, methodology, language in teaching of all subject
through pre- observation and post- observation result research design. The sample of
this study includes eight students and six teachers of Government Girls high school
attached with Government Elementary College of education (women) Hyderabad.
Researcher have use observational tool in preliminary visit for identification of
student learning understanding. In first stage researcher conduct the observation on
checklist tool that out the find reasons that which problems students face from teacher
attitude. Then also use other tool that helps researcher to analyze the reasons behind
teacher or student attitude that are affecting student’s performance.
Keywords: Attitudes, learning, teaching, Teacher, elementary schools

The Influence Of Teacher Attitude On Student Achievement At Grade Six, Elementary School
1
Chapter One
Introduction
1.1. Overview Of the chapter:
In this chapter follow the content area and in which discussed introduced and
background of the study ,objectives of the study, statement of the problem, research
questions, scope of the research ,purpose of the study .and ethical consideration as
well as discussed about the limitations of time, and define the key terms and the last
one is conclusion.
1.2. Introduction:
This inquiry is about consider to find out the reasons and variables behind the
influence of teachers attitude on student achievement understudy great or destitute
performance this paper of think about created a amalgamation of data that guides
instructors within the improvement of her relationship with students that reflecting
within the accomplishment of understudy scholarly learning where their mistakes
considered as opportunity and investigated the part of instructor behavior and
attitudes on the understudy attitude of considers this research is base on grade six at
government girls high school attached with G.E.C.E Hyderabad conducted by
understudy analyst of B.ed (Hons) beneath the supervision of assistant professors this
inquire about appear that instructor states of mind or behaviors has an impact on
his/her understudies scholastic execution. “The teachers attitudes or behavior has an
important part within the arrangement of solid or confidential identity of understudy
student too construct an obnoxious feelings which will caused by instructor
debilitation and decimating understudy accomplishment in youngster and youthful
students motivation and the sense of observing behaviors from their surrounding are
at very high level therefore student without an encouraging and supportive
environment are less likely to deal with and handle failure, because of their feelings
about no self-worth or competence.” (carlson, no dated) . The statement is given by
Derk “A teacher has to display exceptional empathy, persistence, diligence, sincerity,
research orientation, honesty and flexibility as a person. Teacher also needs to be
thoughtful in the way in which they react to students comments. Generally, teachers
react by using praise, acceptance, remediation, or criticism in responding to students.”
Cited in (derk, 1974). “The attitude stresses the importance of stimulating the
student’s creativity. Teacher talked about teachers who listened to their ideas and
suggestions for lesson and activities. The effective teacher has to open with her/his

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students.” Cited in (afolabi, 2009) . According to Gordon all port “an attitude is a
mental and neutral state of readiness, organized through experience, exerting a
directive or dynamic influence upon the individual’s response to all objects and
situations with which it is related” Cited in (gorden, 1996) Extensive literature on
various aspects of quality education, as well as the central role of teaching With in it,
exists. To instrument effective learning, (Vegas, 2008)emphasize that increase in
enrollment must also be accompanied by the more important effort of enhancing
quality of education. With respect to academic achievement, (Fredricks, 2004)argued
that it is the study habits of students, one, and their attitude towards their studies,
secondly, the two most important determinants of academic performance. The
authors also corroborate that attitude of the teacher can play a major role in enhancing
the learning abilities and performance of the students. They recommend rigorous
academic and behavioral capacity building of teachers for not only helping the
teachers acquire the right teaching attitude, but also eventually impact the learning
abilities and academic performance of the students that are taught by the teachers at
hand (Caprara, 2006)Study by (Bates, 2001) on student’s perception of teachers’
knowledge, grasp and clarity on their subject, revealed interesting findings. The
teaching skills, the knowledge of subject at hand, and the attitude of the teacher, were
all recorded as perceived by the students at hand. The results and analyses of this
study revealed that each of these factors had a significant relationship with the
academic performance of the students. Furthermore, (Mulalic, 2009) conducted their
study on university students in Malaysia, to explore that the learning styles of the
students is not given any importance in research or practice of pedagogy. They
assert that the teachers are usually themselves unaware of what their own
learning styles are, and indulge in teaching without paying attention to the needs, as
defined by the learning styles of each of their students. They revealed in their
research, that students’ preferred learning style is kinesthetic, that is, they learn by
physically participating in activities; whereas, they displayed little preference for
auditory and visual learning. At the same time they did not appreciate individualized
teaching or learning approaches by their lecturers. Most teachers employed the
classic auditory and visual approaches to teaching in class rooms. ‘Attitudes’ are
difficult to define. The term has lay and specialist connotations, and even within the
specialist psychological realm there is little consensus as to what is understood by it
(Fielding, 2001). Current thinking is that attitudes help form cognitive relationships,

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which in turn may predispose behaviors. Positive attitudes towards a topic are felt to
orient the person in a positive manner toward that idea (Jonassen, 2001) Several
authors offer different definitions (Bennett, (1975),(1997),(1998)) common to most is
that an attitude is a predisposition to behave in a particular way (Proctor, 2001)and
early attitudinal research assumed a strong relationship between attitudes and
behavior (Bennett P. a., 1997) it is necessary to explore attitudes in school. Attitudes
may influence behavior and, in turn, be influenced by it (Arul, 1997) Behavior is an
important issue in schools since it directly affects learning outcomes.
1.3. Background of the study:
Education is an essential tool that can make an individual and creativity, opportunity
and growth. As a teacher, it is necessary to make sure about attitude or behaviors that
motivates students or help them to recognize their strength and improvement areas
teachers are important role models for students and have a big impact on students’
academic performance. The influence of teacher behavior and attitude play an
important role in achievements of student performance. (Chickering, 1987) An
attitude is a mindset that how a person thinks and act. Or behavior is a response on
thinking, which teacher shows to her students at different times it can be in positive as
well negative, effective or ineffective, voluntary or involuntary, and overt and covert
for instance attitude or behavior influence student performance. Similarly attitude and
behavior could also affect how well a teacher plans and prepares for her lessons. The
behavior and attitudes, consciously or unconsciously, greatly affect students
classroom performance. . Moreover, teacher’s personality traits are more influential
and powerful than the course content or instructional strategies used in the classroom.
If a teacher behaving not interested or careful about a particular subject or student,
he/she will be unable to foster a supportive in the learning environment of classroom.
In addition to that, teachers with negative or bad attitudes or behaviors may not be as
approachable to students as teachers who are positively motivated. So, students faced
difficulty in class to asking questions on the grey areas of the subject he/she teaches.
This implies that teachers’ attitude towards their students and teaching in general is
very important for students’ academic success. Student’s academic performance is a
dynamic phenomenon as there are a number of different Factors that affect a student’s
performance. Such effect of each of these factors varies from Student to student and
context to context. Therefore, the research on measuring impact of various Factors on

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student performance is challenging to generalize (Ding, 2006).One Specific factor that
has received attention from (Ulug, 2011) is the teacher’s Attitude towards the student
at hand. The authors have argued that a student’s motivation, attitude towards school,
their willingness to do homework and confidence in their learning behavior are. All a
factor of the teacher’s attitude of teaching towards the students. These instrumental
factors collect together to shape a pupil’s personality over time, therefore, argue
the authors, that Teacher’s attitude has long lasting impact on the student, well
beyond his or her academic career. In their research, the authors have strongly
recommended teachers to offer support to their Students in their learning, and for this,
they have advised teachers to create an environment of positive expectations. This, it
is argued, would motivate the student to put efforts in active Learning and retention.
The expectation and positive and motivated response to such expectations Yield a
constructive relationship between the teacher and his or her student (Tschannen-
Moran, 2010)The created relation further encourages the teacher to build upon
the positive behavior of the students, as opposed to retarding because of a
typical negative behavior; Therefore, a reinforcing act of teaching and learning is
achieved, that results in a desired level of Learning for the students and satisfaction
for their respective teachers. Teachers’ attitudes can help or hurt student motivation,
achievement and well-being. Recent studies found that negative teacher attitudes can
impair academic achievement and increase students' psychological disorders and
physical symptoms of stress. Teachers who use humiliation or sarcasm can leave a
child feeling belittled. Discipline by fear and intimidation can be harmful to the
student's future success. Teachers who are harsh in their display of authority or are
indifferent toward their students or lessons can leave a lingering feeling of negativity
with the student. In some cases, negative teacher attitudes produce such strong
feelings of anxiety that students develop physical symptoms. These can include
skeletal aches or muscular cramps, lack of energy, upset stomach and neck tension.
Such stress-related illnesses not only harm students’ physical well-being, they also
disrupt students’ ability to focus in class. This often results in further punishment
from teachers, continuing the cycle of negativity and stress. (Marroquin, 2018)
1.4. Objectives of the study:
1. To analyze the main reasons behind teacher behavior/attitude, importance for
building of student personalities and its effect towards student performance?

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2. To evaluate/ develop effective relationship between teachers and students on the
basis of attitude / behavior towards student performance?
1.5. Research question:
1. What are the main reasons behind teacher behave/attitude and why it is important
for building of student personalities and its effect towards student performance?
2. How to make effective relationship between teachers and students on the basis of
attitude or behavior towards student performance?
1.6. Statement of the problem:
There are numerous issues within the classroom which will cause by diverse things or
reasons and the one solid calculate is the relationship of state of mind or behavior
between student and teachers it moreover influences understudies personality and
their scholastic execution and it be the conceivable reason of proceeds failure in
achievement of a few understudies in lesson.
1.7. Purpose of the study:
Purpose of this inquire about is the make an viable attitudes, behavior and activities
utilized by instructors eventually can make a positive contrast on the lives of their
understudies, and this conviction will serve as the central center of this inquire about.
By lookingat earlier instructive encounters, influential instructors can talkabout what
they should or ought to not do with a course of understudies. Is that Appearing
Caring, Kind, courteous behavior this kind of behavior or attitude pertains to the
persona of the teachers. Statements .The effective or good teachers willingly shared
emotions and feelings (i.e., enthusiasm, affection, patience, sadness, disapproval) as
well as a sincere interest and care about their students. Communication is also valid in
the classrooms and the opportunity to openly express their feelings by both the
children and teachers with the supportive correlation between them. Sharing the
responsibilities with all students not only with monitor of classroom. This attitude and
behavior focuses on the ability of the teacher to establish a shared environment. The
teacher candidates emphasized that an effective teacher must not be overly possessive
or need complete control of the children and environment. ,the students, the teachers,
the curriculum and the learning environment are the four pilot’s factors that
make learning to be meaningful. However, a problem concurrently predominant in
schools is that of teachers having a poor attitude which makes the teaching learning
process dangerously done. As related to the tenets of this research work, it has been

6
reported that students academic achievement in chemistry has been lowered by
the teacher’s poor attitude to the teaching of the subject matter (samuel, 2010) It
is essential to allow students both responsibility and freedom within the classroom
community. The problems are needs to share with both participant of learning the
teachers and students need to contribute to the learning environment for a relationship
of closeness and acceptance to develop. The behavior or attitudes an actions include: a
genuine caring and kindness of the teacher, a willingness to share the responsibility
involved in a classroom, a sincere sensitivity to the students’ diversity, a motivation to
provide meaningful learning experiences for all students, and an enthusiasm for
stimulating the students’ creativity.
1.8. Scope of the study:
This study sorts to figure out the teacher’s attitude and its effect on students’
achievement in classroom in selected senior secondary girls high school attached with
G.E.C.E Hyderabad
This investigation does not include primary schools and Junior Secondary schools
within the area. This study enable us to have firsthand knowledge about teacher’s
attitude towards the teaching of and relationship with students for their better
performance and how this affects the achievement or learning outcome of the
learners. This study therefore helps in throwing more
light on how teachers attitudes affects the learning of subjects in general and as
well the factors responsible for the teacher’s attitude (positive or negative)
towards the teaching in classroom.
1.9. Limitation of the study:
The research topic is very important for elementary school it is important to student
and teacher they know and observe about their attitude if they cannot realize then
trainer/teacher should help them to analyze what are they and what need to
improvement for better human being and better teacher. There is limitation of time for
developing positive attitude in students and teachers lives and in the learning places
and work places. It is highly important for the student teacher to be able to shoulder
leadership responsibilities effectively. This could be achieved if the needed
knowledge is imparted by highly motivated teachers who will in turn inspire the
learners. To be certain about the motivation level of the subject teachers, this study

7
will conduct to examine and evaluate teachers’ attitudes towards teaching and
learning of students in elementary school.
1.10. Ethical considerations:
(Howe, 2006) Conclude, "To be genuinely moral, instructive analysts must be
arranged to guard what their investigation is for". Researchers of co educating should
have few challenges protecting their research—they work with instructors to move
forward the learning encounters for their understudies. The waters are muddied, be
that as it may, when the chief analyst is additionally the instructor instruction program
chief holding the ascendant capable position in connection to her and other members.
Whereas locks in in steady discourse with all members around their encounters with
co instructing might offer assistance resolve a few moral situations, it makes other
situations that can as it were be somewhat settled. So, is it moral for an educator
instruction program executive to take part in inquire about for co instructing?
Whereas there's no quick clear-cut reply to the address, the over-riding issue for
completely educated members to consider ought to be whether the inquire about
venture is likely to lead to the change of the quality of learning experience.
1.11. Definitions and terms:
1.11.1. Attitude:
An attitude is a mindset that how a person thinks and acts. Attitude can influence
person’s performance positively or negatively.
1.11.2. Behavior:
A response of an individual or group to an action, environment, person, or stimulus
( the Cambridge Academic Content Dictionary, and the Cambridge Business English
Dictionary., 2019)
1.11.3. Achievement:
An achievement is something which someone has succeeded in doing, especially after
a lot of effort (Lexicon, 2007).

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1.11.4 Performance:
The accomplishment of a given task measured against preset known standards of
accuracy, completeness, cost, and speed. In a contract, performance is deemed to be
the fulfillment of an obligation, in a manner that releases the performer from all
liabilities under the contract. ( the Cambridge Academic Content Dictionary, and the
Cambridge Business English Dictionary., 2019)
1.11.6 Pedagogical approaches:
The effectiveness of pedagogy often depends on the particular subject matter to be
taught, on understanding the diverse needs of different learners, and on adapting to
the on-the-ground conditions in the classroom and the surrounding context. In
general, the best teachers believe in the capacity of their students to learn, and
carefully utilize a range of pedagogical approaches to ensure this learning occurs.
(Lexicon, 2007).

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Chapter Two
Review of Literature
2.1: Overview of chapter two:
In this chapter pursue the content area and in which discussed theoretical frame work
and history of the study with the comparison between foreign and Pakistan and
spotted the current and previous study on influence of teacher attitude on student
achievement, factors and keywords of the study, pros and advantages for school,
research gap and its evaluation and measuring components towards topic plus the
literature review the work that has been done by others on teacher attitude to show
acknowledgment to them in last discussed the conclusion of chapter two with
regarding references.
2.2: Theoretical frame work of teacher attitude on student
performance:
The theoretical framework was developed after studying literature in area of action
research. In order to conduct research have followed a theory of Social learning
theory is a theory of learning process and social behavior which proposes that new
behaviors can be acquired by observing and imitating others. It states that learning is
a cognitive process that takes place in a social context and can occur purely through
observation or direct instruction, even in the absence of motor reproduction or
direct reinforcement. In addition to the observation of behavior, learning also occurs
through the observation of rewards and punishments, a process known as vicarious
reinforcement. When a particular behavior is rewarded regularly, it will most likely
persist; conversely, if a particular behavior is constantly punished, it will most likely
desist. The theory expands on traditional behavioral theories, in which behavior is
governed solely by reinforcements, by placing emphasis on the important roles of
various internal processes in the learning individual. Social Learning Theory
integrated behavioral and cognitive theories of learning in order to provide a
comprehensive model that could account for the wide range of learning experiences
that occur in the real world. As initially outlined by (Bandura, 1963)and further
detailed in 1977, key tenets of Social Learning Theory are as follows:
1. Learning is not purely behavioral; rather, it is a cognitive process that takes
place in a social context.

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2. Learning can occur by observing a behavior and by observing the
consequences of the behavior (vicarious reinforcement).
3. Learning involves observation, extraction of information from those
observations, and making decisions about the performance of the behavior
(observational learning or modeling). Thus, learning can occur without an
observable change in behavior.
4. Reinforcement plays a role in learning but is not entirely responsible for
learning.
5. The learner is not a passive recipient of information. Cognition, environment,
and behavior all mutually influence each other (reciprocal determinism).
Theory integration in influence of teacher attitude on student
achievement:
Many classroom and teaching strategies draw on principles of social learning to
enhance students' knowledge acquisition and retention. For example, using the
technique of guided participation, a teacher says a phrase and asks the class to repeat
the phrase. Thus, students both imitate and reproduce the teacher's action, aiding
retention. An extension of guided participation is reciprocal learning, in which both
student and teacher share responsibility in leading discussions .Additionally, teachers
can shape the classroom behavior of students by modeling appropriate behavior and
visibly rewarding students for good behavior. By emphasizing the teacher's role as
model and encouraging the students to adopt the position of observer, the teacher can
make knowledge and practices explicit to students, enhancing their learning
outcomes. (Wikimedia Foundation, 2019).
2.3: History of teacher attitude and comparison of foreign and
Pakistan on teacher attitude towards student performance:
In the 1940s, B.F. Skinner delivered a series of lectures on verbal behavior, putting
forth a more empirical approach to the subject than existed in psychology at the time.
In them, he proposed the use of stimulus-response theories to describe language use
and development, and that all verbal behavior was underpinned by operant
conditioning. He did however mention that some forms of speech derived from words
and sounds that had previously been heard (echoic response), and that reinforcement
from parents allowed these 'echoic responses' to be pared down to that of
understandable speech. While he denied that there was any "instinct or faculty of

11
imitation" Skinner's behaviorist theories formed a basis for redevelopment into Social
Learning Theory. (Wikimedia Foundation, 2019)
At around the same time, Clark Lewis Hull, an American psychologist, was a strong
proponent of behaviorist stimulus-response theories, and headed a group at Yale
University's Institute of Human Relations. Under him, Neil Miller and John
Dollard aimed to come up with a reinterpretation of psychoanalytic theory in terms of
stimulus-response. This led to their book, Social Learning Theory, published in 1941,
which posited that personality consisted of learned habits. They used Hull's drive
theory, where a drive is a need that stimulates a behavioral response, crucially
conceiving a drive of imitation, which was positively reinforced by social interaction
and widespread as a result. (Wikimedia Foundation, 2019)
(Rotter, 1954)A professor at Ohio State University published his book, Social
Learning and Clinical Psychology in 1954. His theories moved away from the strictly
behaviorist learning of the past, and considered instead the holistic interaction
between the individual and the environment. In his theory, the social environment and
individual personality created probabilities of behavior, and the reinforcement of
these behaviors led to learning. He emphasized the subjective nature of the responses
and effectiveness of reinforcement types. While his theory used vocabulary common
to that of behaviorism, the focus on internal functioning and traits differentiated his
theories, and can be seen as a precursor to more cognitive approaches to learning.
(Wikimedia Foundation, 2019)
In 1959, Noam Chomsky published his criticism of Skinner's book Verbal
Behavior, an extension of Skinner's initial lectures. In his review, Chomsky stated that
pure stimulus-response theories of behavior could not account for the process of
language acquisition, an argument that contributed significantly to
psychology's cognitive revolution. He theorized that "human beings are somehow
specially designed to" understand and acquire language, ascribing a definite but
unknown cognitive mechanism to it. (Skinner, 1947)
Within this context, (Bandura, 1963) studied learning processes that occurred in
interpersonal contexts and were not adequately explained by theories of operant
conditioning or existing models of social learning. Specifically, Bandura argued that
"the weaknesses of learning approaches that discount the influence of social variables

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are nowhere more clearly revealed than in their treatment of the acquisition of novel
responses." Skinner's explanation of the acquisition of new responses relied on the
process of successive approximation, which required multiple trials, reinforcement for
components of behavior, and gradual change. (Rotter, 1954) Rotter's theory proposed
that the likelihood of a behavior occurring was a function of the subjective expectancy
and value of the reinforcement. This model assumed a hierarchy of existing responses
and thus did not (according to (Bandura, 1963)) account for a response that had not
yet been learned. Bandura began to conduct studies of the rapid acquisition of novel
behaviors via social observation, the most famous of which were the Bobo doll
experiments. (Wikimedia Foundation, 2019)
2.4: Characteristic and key terms of teacher attitude on student
performance:
Individuals that are observed are called models. In society, children are surrounded by
many influential models, such as teacher, parents within the family, characters on
children’s TV, friends within their peer group and teachers at school. These models
provide examples of behavior to observe and imitate, e.g., masculine and feminine,
pro and anti-social, etc. (Mcleod, 2016)Children pay attention to some of these
people (models) and encode their behavior. At a later time they may imitate (i.e.,
copy) the behavior they have observed. They may do this regardless of whether the
behavior is ‘gender appropriate’ or not, but there are a number of processes that make
it more likely that a child will reproduce the behavior that its society deems
appropriate for its gender. (Mcleod, 2016). First, the child is more likely to attend to
and imitate those people it perceives as similar to itself. Consequently, it is more
likely to imitate behavior modeled by people of the same gender. Second, the people
around the child will respond to the behavior it imitates with either reinforcement or
punishment. If a child imitates a model’s behavior and the consequences are
rewarding, the child is likely to continue performing the behavior. Reinforcement can
be external or internal and can be positive or negative. If a child wants approval from
parents or peers, this approval is an external reinforcement, but feeling happy about
being approved of is an internal reinforcement. A child will behave in a way which it
believes will earn approval because it desires approval. Positive (or negative)
reinforcement will have little impact if the reinforcement offered externally does not
match with an individual's needs. Reinforcement can be positive or negative, but the
important factor is that it will usually lead to a change in a person's behavior. Third,

13
the child will also take into account of what happens to other people when deciding
whether or not to copy someone’s actions. A person learns by observing the
consequences of another person’s (i.e., models) behavior, e.g., a younger sister
observing an older sister being rewarded for a particular behavior is more likely to
repeat that behavior herself. This is known as vicarious reinforcement. (Bandura A. ,
1986). This relates to an attachment to specific models that possess qualities seen as
rewarding. Children will have a number of models with whom they identify. These
may be people in their immediate world, such as parents or older siblings, or could be
fantasy characters or people in the media. The motivation to identify with a particular
model is that they have a quality which the individual would like to possess. These all
affected children performance in school it can be influence by different factors that
discussed above. (Mcleod, 2016)
Key terms:
Identification occurs with another person (the model) and involves taking on (or
adopting) observed behaviors, values, beliefs and attitudes of the person with whom
you are identifying. The term identification as used by Social Learning Theory is
similar to the Freudian term related to the Oedipus complex. Identification is
different to imitation as it may involve a number of behaviors being adopted, whereas
imitation usually involves copying a single behavior.
Attention: The extent to which we are exposed/notice the behavior. For a behavior to
be imitated, it has to grab our attention. We observe many behaviors on a daily basis,
and many of these are not noteworthy. Attention is therefore extremely important in
whether a behavior influences others imitating it.
Retention: How well the behavior is remembered. The behavior may be noticed but
is it not always remembered which obviously prevents imitation. It is important
therefore that a memory of the behavior is formed to be performed later by the
observer.
Much of social learning is not immediate, so this process is especially vital in those
cases. Even if the behavior is reproduced shortly after seeing it, there needs to be a
memory to refer to.

14
Imitation: This is the ability to perform the behavior that the model has just
demonstrated. We see much behavior on a daily basis that we would like to be able to
imitate but that this not always possible. We are limited by our physical ability and for
that reason, even if we wish to reproduce the behavior, we cannot.
Motivation: The will to perform the behavior. The rewards and punishment that
follow a behavior will be considered by the observer. If the perceived rewards
outweigh the perceived costs (if there are any), then the behavior will be more likely
to be imitated by the observer. If the vicarious reinforcement is not seen to be
important enough to the observer, then they will not imitate the behavior. (Wikimedia
Foundation, 2019)
2.5: Relationship between of teacher attitude on student performance
and its pros and advantages to learning:
The classroom climate which is often times set by the teacher. Attitude as a teacher is
determined by the teacher’s attitude. Attitude as a major determinant of a person’s
behavior influences the way a teacher relates with the students and thus affects
students’ academic performance. The study examined teacher’s attitude as a
correlate of students’ academic performance in teaching Formal education at
secondary school level is a very important determinant of the quality and
quantity of intake into tertiary level of education it develop interactions that goes on
within this environment. According to (Ekperi, 2018) If a teacher appears not
interested or careful about a particular subject or student, he/she will be unable to
foster a supportive learning environment. Furthermore, teachers with negative
attitudes may not be as approachable to students as teachers who are positively
motivated. So, students find it difficult asking such a teacher questions on the grey
areas of the subject he/she teaches. Once this is the case, students begin to lose
interest in the subject and learning generally, which ultimately affects their academic
performance negatively. (Ekperi, 2018)
Pros and advantages to learning:
The relationship between teachers and students can have a lasting impact on the
development of a child. Teachers who have strong bonds with their students have
been shown to be more effective in their teaching roles. In addition to lower levels of
behavioral problems, teachers with strong classroom bonds are also able to achieve

15
higher levels of academic success among students. The following guide explores the
importance of positive teacher-student relationships.
Improving Academic Success
Studies have shown that strong relationships between a teacher and his or her students
can have a substantial impact on academic success. When students view their teachers
as a partner rather than an adversary, they are more open to learning. In addition, this
can turn classrooms into a collaborative environment where students are more willing
to listen to both the teacher and each other.
Preventing Behavior Problems in the Classroom
In some classrooms, students may feel a sense of alienation from those around them.
In particular, students from a lower socioeconomic background may feel like school
isn’t beneficial for them. In their minds, school is an environment that tries to control
them without any personal benefit.
By building a stronger relationship with students, teachers can overcome many
behavioral issues by helping students feel like they are part of a group. Instead of
feeling like they are outsiders in the classroom, students begin to feel like they are
part of a team. While teachers are different than friends, a familial relationship can be
beneficial for many students who experience issues with behavior.
Improving Student Attitude towards Class work
When students recognize that a teacher truly wants the best for them, they are willing
to try harder in the classroom. Many students don’t understand that schoolwork, while
it may not be fun, is beneficial for them in the long run. Unfortunately, many students
view schoolwork on a superficial basis. Schoolwork is viewed as something that isn’t
fun and doesn’t provide a benefit. However, by building a stronger relationship with
students, teachers can help their students recognize the value of their work.
Aiding Growth in and Outside the Classroom
Growth encompasses many different areas. These include emotional growth,
academic growth, physical growth, and spiritual growth. Unfortunately, many
classrooms focus only on growth in terms of academics. When teachers are able to
take the time to build a stronger relationship with their students, it’s possible to create
a stronger understanding of what individual students need to achieve higher levels of
growth. By doing this, teachers can adapt their classroom activities to better meet the
needs of students. Teachers gain the ability to help their students grow beyond

16
academics. They can learn how to help their students grow in many different facets of
their lives and ensure students have a successful future for themselves and those
around them.Teachers who have negative relationships with a student show evidence
of frustration, irritability and anger toward that student. Teachers might display their
negativity through snide and sarcastic comments toward the student or describe the
feeling that they are always struggling or in conflict with a particular student. Often,
teachers will describe a specific student as "one who exhausts them" or "a student
who leaves them feeling drained and burned out." Negative teacher-student
relationships can amplify when teachers show irritability and anger toward several or
many of the students in the classroom. In these types of classrooms, teachers may find
themselves resorting to yelling and harsh punitive control. Teacher-student
communications may appear sarcastic or disrespectful. Student victimization or
bullying may be common occurrences in such negative classrooms (Pianta, 2006)
Negative teacher-student relationships are stressful for both teachers and students
(Jennings, 2009) and (Lisonbee, 2008) and can be detrimental to students' academic
and social-emotional development (McCormick, 2014)
2.6:Develop positive discourse with students with challenging
behavior
Think about what you say to the difficult students in your classroom. Are you
constantly bombarding your more challenging students with requests to do
something? Do you find yourself constantly asking students to stop doing what they
are doing? No one likes being badgered and pestered, and your students are no
exception.
 Try to find a time or place when you can have positive discussion with the problem
student.
 Notice and mention the positive behaviors they exhibit.
 Remind yourself that even if a challenging student appears unresponsive to your
requests, she is hearing the messages that you are giving her. Her responses may not
change her immediate behavior but may matter in the long term.
Make extra effort to develop and sustain relationships with difficult
students
Difficult students require more energy on your part. For example, you may need to
spend time with them individually to get to know them better — to understand their
interests as well as what motivates them. This will not only allow you to tailor your

17
instruction to their interests and motivation, but the time spent will also allow them to
develop trust in you. Recent research on high school students who have frequent and
intense discipline problems shows that when adolescents perceive their teachers are
trustworthy people, they show less defiant behavior (Gregory, 2008) Persistent
teacher-student conflict throughout the elementary years increases the likelihood that
children will exhibit negative externalizing behaviors , (O'Connor, 2012) so it is
important for teachers to build close relationships at an early age with children at-risk
for behavioral issues.

18
Chapter Three
Research Methodology
3.1: Overview Of Chapter Three:
In this chapter three , concern about the focus content area such as Research Design
,Research Approach, And Time Span , Tool And Sampling Design, Population,
Sampling Techniques as well as Data Collection Tool And at the last show a
conclude.
3.2: Research Design:
A research design is a based planning that guides the data collection and analysis
phases of the action research. The purpose of this study to take the action which
improves teacher attitudes in classroom that affect the student performance
descriptive or qualitative this methodology, describe how to collect the data and
analyze the data.
Research
design
cycle 1
Reconnaiss
anceObserv
ational
Checklist
cycle 2
pre data
collections
with likert
based scale
tool
cycle 3
conduct
workshop
on teacher
awareness
cycle 4
post data
analysis

19
3.3: Research methodology:
The study is in descriptive qualitative methods and survey research design in the
schools. The teacher’s attitudes and its effects during teaching and their reasons
behind it and how student performance is affecting by attitudes. The instrument used
for data collection used a Likert base questionnaire for observation , the approach
used statistically and observational checklist which is distributed to samples that were
randomly selected in representing the selected population among students of Girls
elementary schools (G.E.C.E) (W) the instruments used is a modification of
instrument developed by expertise.
3.4: Research approach (inductive approach):
Research approach is a plan and procedure that consists of the steps of broad
assumptions to detailed method of data collection, analysis and interpretation. It is
therefore, based on the nature of the research problem being addressed. (chetty, 2016)
Research approach is essentially divided into two categories:
Deductive Approach
The deductive approach usually begins with a hypothesis, whilst an inductive
approach will usually use research questions to narrow the scope of the study.
(Creswell, 2015). For deductive approaches the emphasis is generally on causality,
whilst for inductive approaches the aim is usually focused on exploring new
phenomena or looking at previously researched phenomena from a different
perspective. The most important point to bear in mind when considering whether to
use an deductive approach is firstly the purpose of the research; and secondly the
methods that are best suited to research, explore an area of research within the
discipline, or to answer specific research questions and in the observational checklist
of research of teacher attitudes towards student performance deductive are using on
the bases of qualitative methods and according to the need of research. This is all
collected in a cross sectional (short time period) for the sake of completion research
Project and the demand of thesis 8th
semester.

20
Time span:
S/no Date Action Research tools Meeting Success
1 .
Sept/2019
Reconnaissance Consent Letter HOD
and
Teachers
2 .
Sept/2019
Cycling 1 Likert based
scale
observational
checklist
With
teachers
and other
staff.
3 October/2019 Cycling 2 pre data
collections
with likert
based scale
tool
With
students
and
teachers
4
October/2019 Cycling 3
conduct
workshop on
teacher
awareness
With
grade six
teachers
5 October/2019 Cycling 4 Post data
analysis
With
students
3.5: Tool/ instrument:
The instrument/tool used in research that are adopted from different websites/research
papers, as checklist and Questionnaire is used only to observation the students
positive attitude toward the learning and behavior for academic performance.
3.6: Sampling design:
In research terms a sample is a group of people, objects, or items that are taken from a
larger population for measurement. The sample should be representative of the
population to ensure that we can generalize the findings from the research sample to
the population as a whole. (Creswell, 2015)

21
The two main methods used in survey research are probability sampling and non-
probability sampling. The big difference is that in probability sampling all persons
has a chance of being selected, and results are more likely to accurately reflect the
entire population. While it would always be nice to have a probability-based sample,
other factors need to be considered (availability, cost, time, what you want to say
about results). Some additional characteristics of the two methods are listed below.
3.7: Population:
In my research study fourteen participators including Teachers and students 15
students there and 10 are teachers during my research in the Girls elementary high
school (G.E.C.E) (W) Hyderabad.
3.8: Sampling techniques method/ Sampling size:
My sampling method in the survey of this research will probability sampling method
and I will use its type sample random sampling because it’s non complicated and easy
for me for conducting data. Sampling size: My study is limited to the 8 students of
grade 6th
and 6 teachers (who are teaching in girl’s high Urdu section School attached
with G.E.C.E (W) hyd.
3.9: Data collection:
The whole data collected by Researcher as Primary data collected from Lab-school
for showing the correlation between the teacher attitudes and students achievement at
elementary school when researcher will go to school to students and teachers
researcher will ask some basic questions relate to the attitude and their effects in
classroom and also their impact on individuals in the form of checklist with the
related departments society teachers/trainers and collect the data and ratio of
knowledge in the observational checklist. And Secondary data used from Research
papers, books and texts. The purpose of whole data collection was to check the
qualitatively approach is used to assesses the behavior of both teachers as well
students.
3.10 Data Analysis and Interpretation
Data analysis is a process used by researchers for data collection data
analyzing and interpreting help in reducing a large chunk of data
into smaller fragments which makes sense. Where the researcher
used Ms. Office and Excel for interpretation used graphs and Tables
and as well descriptive in the way.

22
Chapter Four
Data Analysis and Result
4.1: Overview of Chapter:
This chapter is organized in the content areas, which is data analysis of cycles along
with interpretation in the graphic or description form with finding of cycles are
discussed in chapter four.
4.2 Data analysis:
It is the process of systematically applying statistical and/or logical techniques to
describe and illustrate, condense and recap, and evaluate data. According to Shamoo
various analytic procedures, “provide a way of drawing inductive inferences from
data and distinguishing the signal (the phenomenon of interest) from the noise
(statistical fluctuations) present in the data” (Shamoo, 2003). While data analysis in
qualitative research can include statistical procedures, many times analysis becomes
an ongoing iterative process where data is continuously collected and analyzed almost
simultaneously. Indeed, researchers generally analyze for patterns in observations
through the entire data collection phase (Smeeton, 2003). The form of the analysis is
determined by the specific qualitative approach taken (field study, ethnography
content analysis, oral history, biography, unremarkable research) and the form of the
data (field notes, documents, audiotape, and video tape). An essential component of
ensuring data integrity is the accurate and appropriate analysis of research findings.
Improper statistical analyses distort scientific findings, mislead casual readers
(Shepard, 2002), and may negatively influence the public perception of research.
Integrity issues are just as relevant to analysis of non-statistical data as well.
4.2: Action research:
Action research can be defined as “an approach in which the action researcher and a
client collaborate in the diagnosis of the problem and in the development of a solution
based on the diagnosis”. In other words, one of the main characteristic traits of action
research relates to collaboration between researcher and member of organization in
order to solve organizational problems. (Collis, 2003)
Action study assumes social world to be constantly changing, both, researcher and
research being one part of that change. Generally, action researches can be divided
into three categories: positivist, interpretive and critical.

23
Positivist approach to action research, also known as ‘classical action research’
perceives research as a social experiment. Accordingly, action research is accepted as
a method to test hypotheses in a real world environment.
Interpretive action research, also known as ‘contemporary action research’
perceives business reality as socially constructed and focuses on specifications of
local and organizational factors when conducting the action research.
Critical action research is a specific type of action research that adopts critical
approach towards business processes and aims for improvements.
The following features of action research need to be taken into account when
considering its suitability for any given study: (Collis, 2003)
 It is applied in order to improve specific practices. Action research is based on
action, evaluation and critical analysis of practices based on collected data in order
to introduce improvements in relevant practices.
 This type of research is facilitated by participation and collaboration of number of
individuals with a common purpose
 Such a research focuses on specific situations and their context
In the research of influence of teacher attitude on the student performance has four
cycles in first cycle reconnaissance and the observation of problem are include and
this task conduct on the likert scale based checklist which is adopted after the
identifying problem research will use another checklist to collect data from the
teacher on the regarding topic of research that is the second cycle and then take
action in the form of awareness workshop to provide them a activities or strategies’
to overcome the problem of negative attitude which is demolishing the performance
of students at grade six in third cycle in last fourth cycle researcher conduct final
data on other checklist and evaluate on the pie chart. These cycling procedure will
continuously goes on in the form of this mapping which is showing below:

24
4.3 Analysis of action research cycles;
4.3.1: Report on reconnaissance during Field:
This reflection are designed on the following steps of action research are Planning,
Act, Observe and Reflect, these steps included in field research the first step is
planning we’re researcher applied the step on dated 16.9.19.
Plan:
In this step of action research, I will plan a meeting with Head Mistress (HM) for
conducting action research in their school. Researcher work in the area of conducting
research with the ethical consideration regulations that are made to obey
the discipline of research and give admire to the contributors researcher provide the
consonant letter to the associated location of conducting research and ask for the
permission from the head of department
Act:
In meeting the data of research has started to collect and researcher discussed action
research topic "The influence of teacher attitude on the student academic performance
of student at grade six" with Madam Farzana Soomro. The discussion held on the
common routine and behavior’s of teacher.
Observe:
In this meeting the HM listened carefully and share their knowledge about the teacher
influence on student performance and as lo discuss the factors that effects students
ACT
OBSERVEREFLECT
PLAN

25
learning then researcher told her about observational tool which is used in this
research.
Reflect:
In this step of action research, reconnaissance’s meet with HM and I was give
information about research topic. Researcher also shares observation statement to the
HM. The next step in my action research is that to observational tool (Checklist) by
the help of this tool to know about the problem.
4.4: Report of cycle 1 during Field:
Planning:
Researcher collect data about the influence of teacher attitude on student performance
at grade six in the limitations of the sampling and also use
the problem observational checklist which is designed on likert primarily
based observational scale to pick out the influences of teacher
attitude on student overall performance in grade six.
Action:
There were few teacher on the day researcher observed but only six teachers that
belongs to grade six is the sampling for observation. The class took place in high
school Class started by the students exchanging their homework journal writings.
They were instructed to read and respond to their partner’s journal entry these
instructions was given by their respective teacher to do according to the need of
lesson and student following her instruction it was the general observation on teacher
attitude in class six.
Observe:
Research conduct appropriate observations through tools with the faculty of teachers
The tool has part A to conduct the basic information of the person who is involving in
the procedure of data collection and has part B that are the main body of the
observational tools cause of the different statements’ on the influences of teacher
attitudes on the student achievement at grade six this tool is adopted by the expertise

26
of research sampling and it full fill the need of reconnaissance during the field work
in September 2019.
Reflection:
First cycle is basically is the initial step towards the problem identification which is
forward the cycling session into field and it also referring to the next particular
problem tools which indicates to the success of action research in the field.
Analysis of cycle one students comments for teacher Pre data of students
observational checklist: YES/ NO (where Teacher behavior assessed)

27
Statements Yes No
1. Teacher communicate in polite manners 12 2
2. Teacher allow questioning during lesson 4 6
3. Teacher providing guidance in all matters 6 5
4. Teacher behave informally or use canning 4 6
5. Teacher has encouraging or positive attitude 2 8
6. Teacher counseling on emotional issues 10 3
7. Teacher providing updated knowledge about topic with regarding activities 6 5
8. Teacher equally teach whole class 14 1
9. Teacher attitude indicates to character building 6 5
10. Teacher motivating slow learner 10 3

28
This graph is showing mostly yes according to eight sampling of students attitude with teachers show as10, 6, 15, 6, 10,2, 4, 6, 4, 12 blue
line is yes with the statements and its merge is about to 44 and 3, 5, 1, 5, 3, 8, 6, 5, 6, 2are showing no with the statements its ratio is 22 and it up
to 44 / 22 which is showing below:
12
4
6
4
2
10
6
14
6
10
2
6
5
6
8
3
5
1
5
3
Teacher communicate in polite manners
Teacher allow questioning during lesson
Teacher providing guidance in all matters
Teacher behave informally or use canning
Teacher has encouraging or positive attitude
Teacher counseling on emotional issues
Teacher providing updated knowledge about topic with…
Teacher equally teach whole class
Teacher attitude indicates to character building
Teacher motivating slow learner
12345678910
Pre-observation of The influence of teacher attitude
on student achievemet at grade six elementary level
Yes No

29
4.5: Report on Cycle 2 during Field and 6 teachers on the responses
of teacher
Planning:
Cycle two is conducted in the September 2019 in which second checklist which is
based on the analysis of the significance of the teacher attitude and its factor and it
makes the student personality in the classroom and last ones is that the reasons behind
the attitude it is include in her strategy or methodology to teach student something
new or it is caused by some kind of behavior that are reflecting in classroom it shows
in the performance of student.
Action:
Teacher how influencing or impacting on student performance what are the Major and
minor factors that are playing essential role in student character building these all the
questions that arise after the observation on the influence of teacher attitude on
student achievement teacher attitude is consider as main element in the process of
learning so there’s a both kind of present positive or negative in grade six the 06
teacher give their opinion on the following question which is based on the teacher
attitude the observational tool is adopted and divided into four categorize agree,
disagree, neutral, strongly agree, strongly disagree and has score from 1 to 5which is
summed in the pie graph on checklist and it applied in grade six:
Observe:
Mostly finding of data showing the agreement with the observational checklist
statement which belong to the teacher attitude that are considered as main part of
student learning as well as it refers to good or effective teaching.
Reflection:
Cycle two is succeed with the adopted observational tool or with designed sampling
and it interpret ate on pie chart presentation and it also help research for the
development of third cycle.
Analysis of cycle two on teachers responses measured on Pie because of student
responses Pie chart on the collected data on the influences of teacher attitude on
student performance:

30
This pie chart presentation is design on the teachers observational likert tool are and
finding are mentioned according to the following statements;
STATEMENTS OF TEACHER OBSERVATIONAL CHECKLIST:
Mostly teachers are satisfied with neutral option thought that student performance is
directly impact with participation of teacher efforts in the building of student
personality or performance which is showing in pie chart as 50%and dome Teacher
strongly agree with somehow teacher effects and other are social influence in which
environment background or their own Psyche or behavior that construct student
performance showing as 25%and some teacher are satisfied with agree option some
teacher thought have teachers have not much influence show as 22% and the ratio of
disagree is 2% rare ratio show that strongly disagree on pie chart as 1%
4.6: Report of 3 cycle during Field workshop with teacher
Planning:
In third cycle researcher conduct a workshop (strategies to overcome or maintain a
attitude towards the student success) this work shop based on the 21century skills
which teacher needs to deal with student s to overcome the problem in which
activities that provide help to teacher and also highlight the factors that affect student
performance by teacher attitudes.
1
2
3
4
5
22%
agree
25%strongly
agree
1%SD2%
disagre
50%neutral

31
Act:
Workshop design for high schools teachers specially for grade six teachers Research
shows that effective teachers are the most important factor contributing to student
achievement. Although curricula, reduced class size, district funding, family and
community involvement all contribute to school improvement and student
achievement, the most influential factor is the teacher.
Observe:
Choosing effective teachers is critically important for schools trying to improve their
performance. Teacher quality has a lasting effect on student learning unfortunately,
the opposite is true as well: if a student has an ineffective teacher, the negative effect
on her achievement may not be fully remediated for up three years.
Reflection:
Workshop is a helpful way to convey the new or updated information that required for
good student performance in schools or it is easy way to deal with teachers of high
school.
Feedback or strategies that are beneficial for student good
performance suggested by teachers after Workshop:
Have a Positive Attitude: Everyone has terrible days including teachers.
Everyonegoes through personal trials that can be difficult to handle. It is essential that
your personal issues do not interfere with your ability to teach. Teachers should
approach their class each day with a positive attitude. Positivity is transcending.
If the teacher is positive, the students will generally be positive. No one likes to be
around someone who is always negative. Students will in time resent a teacher who is
always negative. However, they will run through a wall for a teacher is positive and
continuously offering praise.
Incorporate Humor into Lessons: Teaching and learning should not be boring. Most
people love to laugh. Teachers should incorporate humor into their daily lessons. This
may involve sharing an appropriate joke related to the content you will be teaching
that day. It may be getting into character and donning a silly costume for a lesson. It

32
may be laughing at yourself when you make a silly mistake. Humor comes in several
forms and students will respond to it. They will enjoy coming to your class because
they love to laugh and learn.(Collis, 2003)
Make Learning Fun: Learning should be fun and exciting. Nobody wants to spend
time in a classroom where lecturing and note-taking are the norms. Students love
creative, engaging lessons that grab their attention and allow them to take ownership
of the learning process. Students enjoy hands-on, kinesthetic learning activities where
they can learn by doing. They are enthusiastic about technology-based lessons that are
both active and visual.
Use Student Interests to Your Advantage:
Every student has a passion for something. Teachers should use these interests and
passions to their advantage by incorporating them into their lessons. Student surveys
are a fantastic way to measure these interests. Once you know what your class is
interested in, you have to find creative ways to integrate it into your lessons. Teachers
who take the time to do this will see increased participation, higher involvement and
an overall increase in learning. Students will appreciate the extra effort you have
made to include their interest in the learning process.
Treat Them with Respect: Your students will never respect you if you do not respect
them. You should never yell, use sarcasm, single a student out, or attempt to
embarrass them. Those things will lead to a loss of respect from the entire class.
Teachers should handle situations professionally. You should deal with problems
individually, in a respectful, yet direct and authoritative manner. Teachers must treat
each student the same. You cannot play favorites. The same set of rules must apply to
all students. It is also vital that a teacher is fair and consistent when dealing with
students.(Collis, 2003)

33
l! Agenda of conduct workshop
Workshop title: The influence of teacher attitude on student achievement at grade six
elementary level.
Number of participants: 09 teachers 05 prospective teacher
Date: 28. Oct .2019
Time 01:30(01 hour and 30 minutes)
S.NO
CONTENT TIME REFLECTION
1 Introduction 15 minutes In this session firstly researcher introduce the
action research topic “the influence of teacher
attitude on the student academic performances
at grade six”then researcher given the
information about this topic given some
introduction about the topic
2 Body 55 minutes In this session researcher explain the topic in
deeply tell them about many information about
and also explain the reasons why teacher
attitude create issues then in the last researcher
tell them strategies how to overcome attitude or
behavioral problem in classroom.
3 Discussion 20 minutes In this session when researcher conduct the
workshop in the last researcher discuss topic
again teachers and supervisor and also in the
end given the feedback of the teacher on the
workshop
4.7: Report of cycle 4 during Field after workshop went to observe
classroom that How teachers behave with students used Post check
List
Planning:
This cycle represent the pre and post observation of students performance which is
influence by teacher attitude at grade six with the re-use of adopted observational
likert checklist that indicate teacher good or encouraging attitude with students.
Act:
Teacher and students relation are base to build a good performance so in the post
observation the finding indicate to the struggling towards success in student
performance.
Observe:
Teacher are applying strategies to encourage slow learner to participate in classroom
by talking them or to motivate them for asking questions during lesson with no fear in
grade six.

34
Reflection: The six teachers that we’re sampling of research is Working hard for
students the are using new technique or methodology rather than rational to engage all
students at equilibrium level.
12
10
12
7
10
8
12
10
12
14
2
2
2
1
3
4
2
3
2
1
1. Teacher communicate in polite…
2. Teacher allow questioning during…
3. Teacher providing guidance in all…
4. Teacher behave informally or use…
5. Teacher has encouraging or positive…
8. Teacher equally teach whole class
9. Teacher attitude indicates to character…
10. Teacher motivating slow learner
Post- observation on teacher influence
on student achievement at grade six
YES NO
POST –DATA OF STUDENT OBSERVATIONS YE
S
NO
1. Teacher communicate in polite manners 12 2
2. Teacher allow questioning during lesson 10 2
3. Teacher providing guidance in all matters 12 2
4. Teacher behave informally or use canning 7 1
5. Teacher has encouraging or positive attitude 10 3
6. Teacher counseling on emotional issues 8 4
7. Teacher providing updated knowledge about topic with
regarding activities
12 2
8. Teacher equally teach whole class 10 3
9. Teacher attitude indicates to character building 12 2
10. Teacher motivating slow learner 14 1

35
Analysis of cycle four:
This graph is showing mostly no according to eight sampling of students attitude with
teachers14, 12, 10, 12, 8, 7, 7, 12, 10, 12 show as blue line is yes with the statements
the total of it is 107 and 2, 2, 2 ,2,2,3,34,1 are showing no red line indicates disagree
with the statements which is about to 75 the ratio of improvement after workshop is
33% in post observations.
4.8: Finding/Result:
 44 to get improvement in the cycle fourth is 107 that indicate the success if the
research.
 Teachers are more active as compare to pre observational data.
 At initial problem statement remark as 60% now it overcomes up to 33%.
 Slow learner is affected by the new strategies that discuss in the workshop.
 The percentage of negative influence of teacher attitude is goes on to rare
ratio.
4.9: Discussion:
This research measure the influence of teacher attitude or behavior on students
performance which interpret into graph and pie chart presentation at grade six the
classroom is the set of behavior with the cooperation of teacher and students then it
reflect into performance under the overture of the study’s aim, this research ha the
objective of Teacher relationship with students that maintain a learning in which to
encourage those teaching behaviors that amend those behaviors that are associated
with low academic performance of sampling students.

36
Chapter Five
Summary , Discussion ,Conclusion And Recommendation
5.1: Overview of chapter:
In this chapter researcher discuss the result and data that find out from the sampling
on the influence of teacher attitude on student performance at grade six and discuss
the suggestion that needed to forward.
5.2: Summary:
This research is to the develop an viable attitudes, behavior and
activities utilized by teachers eventually can make a positive contrast on the lives of
their students, and this conviction will serve as the central center of this inquire about.
By lookingat earlier instructive encounters, influential instructors can talkabout what
they should teach with their appropriate attitude in classroom students need for their
good or flourishing personalities that reflects in their performance. Is
that Appearing Caring, Kind, courteous this kind of behavior or attitude pertains to
the persona of the teachers. Statements .The effective or good teachers willingly
shared emotions and feelings (i.e., enthusiasm, affection, patience, sadness,
disapproval) as well as a sincere interest and care about their students. The objectives
of this research to make students performance better from their pre data is somehow
achieved in limited period of time. It becomes possible with the help of teachers
cooperation and students efforts.
5.3: Discussion:
The teachers attitudes or behavior has an driving part within the arrangement of solid
or confidential identity of understudy Orit too construct an obnoxious feelings which
will caused by instructor debilitation and decimating understudy accomplishment in
youngster and youthful students motivation and the sense of observing behaviors
from their surrounding are at very high level therefore student without an encouraging
and supportive environment are less likely to deal with and handle failure, because of
their feelings about no self-worth or competence As a teacher, it is necessary to make
sure about attitude or behaviors that motivates students or help them to recognize their
strength and improvement areas teachers are important role models for students and
have a big impact on students’ academic performance. The influence of teacher
behavior and attitude play an important role in achievements of student performance.
(Chickering, 1987)An attitude is a mindset that how a person thinks and act. Or
behavior is a response on thinking, which teacher shows to her students at different

37
times it can be in positive as well negative, effective or ineffective, voluntary or
involuntary, and overt and covert for instance attitude or behavior influence student
performance. Similarly attitude and behavior could also affect how well a teacher
plans and prepares for her lessons. researcher analyze the way of conduct research in
detail how research has accomplishing to achieve the target area of research or
objectives and to know the complete population of research with their appropriate
sampling types and also discuss the methodology of action research and its tools or
scale to measure the result or data on it with its accuracy. This research measure the
influence of teacher attitude or behavior on students’ performance which interpret into
graph and pie chart presentation at grade six the classroom is the set of behavior with
the cooperation of teacher and students then it reflect into performance under the
overture of the study’s aim, this research ha the objective of Teacher relationship with
students that maintain a learning in which to encourage those teaching behaviors that
amend those behaviors that are associated with low academic performance of
sampling students.
5.4 Conclusion:
In the teachers observational checklist on the influence of teacher attitude on students
performance mostly teachers are decided to choose neutral option thought that student
performance is directly impact with participation of teacher efforts in the building of
student personality or performance which is up to 50% and some teachers strongly
agree with that ratio that teachers is effects but there is other factors like social
influence environment background or their own psyche or behavior that construct
student performance showing as 25% and some teacher are satisfied with agree option
some teachers thought have teachers have not much influence shoe as 22% and the
ratio strongly disagree is 2% rare ratio show as strongly disagree is 1% after that
student pre observational are categories into yes or no according to eight sampling of
students that give their answer on teacher attitude is the ratio of 74 / 107 in the
statements and 44 / 22 are select no options with the statements the complete ratio
indicates 59.2 to 33 in post observation after the workshop the achievement that
comes is up to the 33 improvement over the total ratio.

38
5.5: Recommendations:
 Teacher should be clear state your expectations for all students and be explicit
about what good behavior entails.
 Teacher should understand the consequences of behavior that does not meet
expectations and know that they will be held accountable when they do not follow
the rules.
 Teacher should get families involved. There are a number of reasons for a child to
misbehave in school that you could never be aware of without help. By
communicating your concerns to parents, you may discover that something
completely out of your control is affecting a student.
 Teacher Keep families informed about their child's behavior and lean on them for
support.
 Always highlight positive behavior and improvement as well.
 Teacher should arrange outing or trips for behavioral changes in class.
 Teacher should arrange parents meeting in a month or week.
 Teacher behavior or attitude should be polite with students.
 Teacher should aware from student’s emotional issues to handle with good
attitudes and help to slow learners.

39
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