EFFECTS OF TEACHERS’ TEACHING BEHAVIOR ON STUDENTS’ SOCIAL INTELLIGENCE

Abstract

Formal education focuses on the overall development of students including the social intelligence. Therefore, this study intends to investigate the effects of teachers’ teaching behavior on the social intelligence of their students at secondary level. The main objectives of the study were to investigate teachers’ teaching behavior and its dominant aspects, to measure the level of student’s social intelligence, and to measure the effects of teachers’ teaching behavior and students’ social intelligence at secondary level. The study was conducted following quantitative descriptive research design. Secondary school teachers and students constituted the study population, from which a sample of 168 teachers 452 students was selected through cluster random sampling techniques. The data were collected through self-developed questionnaires. After ensuring of psychometric properties of the questionnaires (validity & reliability) the data were collected and were analyzed through mean scores, standard deviation, Pearson correlation and independent sample t-test and Cohen’s D effect size calculator. The results reflected that teachers’ teaching behavior was positive and support from all its aspects including instructional, emotional and social wellbeing and administrative behaviors. Similarly, male and female students’ have high level of social intelligence. Therefore, it was recommended that teachers may be furthermore gave training to develop their teaching behavior and students may provide ample opportunities of interactions to further develop their social intelligence.