Influence of Teacher-Student Interaction on Learning Behavior at Secondary Level in Karachi Pakistan

Abstract

This study investigates secondary school teachers' perceptions regarding students' learning behaviour in Karachi, Pakistan. Utilizing data from 150 teachers, this study explored four randomly selected key factors: student motivation, student interest, teacher behavior, and student learning behavior. A self-developed questionnaire was used to collect data from the teachers. The findings revealed high average scores across all variables, indicating a positive perception of students' engagement and behavioural patterns in the learning process. Motivation and interest emerged as significant influencers, with mean scores of 4.297 and 4.396, respectively. Teacher behaviour also received strong ratings (mean 4.379), emphasizing the critical role of supportive and interactive teaching practices. Students' learning behaviour (mean = 4.336) reflected the cumulative influence of these factors. Minor variations among individual item scores highlight areas for instructional improvement. The study contributes to understanding how pedagogical strategies and classroom environments shape students' academic behaviour. It also provides foundational insights for policy development and professional training to enhance student engagement in public secondary schools in the future.