Teacher behavior and student attitude towards English language learning

Abstract

The purpose of this study was to determine the relationship between teacher behavior and student attitude towards English language learning. The study employed descriptive correlational design to a total of 450 Junior High School students in 643403 National High School. These respondents were selected through a stratified random sampling. Mean, Pearson r and linear regression were used as statistical tools of the study. Results revealed that the level of teachers’ behavior in terms of instructional, negative teaching, socio-emotional and organizational teaching behavior is high or oftentimes observed. The level of students’ attitude towards English language learning in terms of behavioral, emotional and cognitive aspect is also high or oftentimes manifested. Likewise, the study revealed that there is a significant relationship between teacher’s behavior and student’s attitude towards English language learning. When analyzed in terms of domain for teachers’ behavior, only socio emotional and organizational teaching behavior significantly influence the student’s attitude towards English language learning. However, instructional behavior and negative teaching behavior do not significantly influence student’s attitude towards English language learning. This further articulates that the attitude and emotions in the work environment assume a huge part in individuals’ reacting to circumstances either destructively or constructively and that these attitudes and emotions can be seen through the individuals’ conduct or activities. Keywords: education, teacher behavior, student attitude, English language learning, correlation, Philippines