High school education management: Significance of teacher care in student learning

Syed Haseeb Haider Shah 1, Shahid Hussain Atta 2, *, Habiba Kalsoom 3, Muhammad Ahmad Muneeb 4, Shah Zaib 5, Muhammad Awaz 6 and Gohar Afroz 7

1 Department of English language and literature, Riphah International University Faisalabad, Pakistan.
2 Department of Social Science, The National College of Business Administration and Economics, Pakistan.
3 Department of Zoology, The Government Sadiq College Women University, Pakistan.
4 Institute of Food Sciences and Technology, Khawaja Fareed University of Engineering and Information Technology, Pakistan.
5 Department of Civil Engineering, Institute of Southern Punjab, Multan, Pakistan.
6 School of Engineering, Bohai University, Jinzhou, China.
7 Faculty of Allied Health Sciences, University of Lahore, Punjab, Pakistan.
 
Research Article
International Journal of Science and Research Archive, 2023, 10(02), 780–787.
Article DOI: 10.30574/ijsra.2023.10.2.1028
Publication history: 
Received on 01 November 2023; revised on 10 December 2023; accepted on 13 December 2023
 
Abstract: 
In order to find out how different high school students' perceptions of teachers' caring behaviors affect their ability to learn and how well they do in school. A total of 259 individuals in their sophomore year of high school were chosen for the study using a convenience sample technique. Our survey data was analyzed statistically using the following instruments: teacher care behavior questionnaire, learning efficacy questionnaire, perceived stress and motivation questionnaire. There are three types of research subjects that can be classified based on how high school students perceive the pressure and motivation from teachers regarding care behavior: dynamic type, balanced type, and pressure type. The former group has high scores for both factors, while the latter has low scores for dynamic perception. There was a positive correlation (P<0.05) between the caring behavior of teachers in dynamic research subjects and learning efficacy, and a positive correlation (P<0.05) between the caring behavior of teachers in balanced research subjects and exam scores and learning efficacy. The correlation analysis revealed that the learning efficacy of balanced research subjects was positively correlated with two indicators: exam scores and class ranking, and with a positive correlation between the learning efficacy of dynamic research subjects and class ranking. The analysis of the mediating effect found that learning efficacy plays a complete mediating role in the prediction of teacher care behavior on exam scores.
 
Keywords: 
Learning efficacy; Teacher's caring behavior; Motivation; Academic performance; Pressur
 
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