Perceived Teacher Behavior and English Learning Achievement Among Indonesian Secondary Students
Keywords:
academic achievement, EFL, secondary education, teacher behavior, teacher–student relationshipsAbstract
Teacher behavior represents an important interpersonal component of language classrooms, yet its relationship with measurable English achievement remains particularly context dependent. This study investigated the association between perceived teacher behavior and English learning achievement among Indonesian secondary-school students while exploring how teacher behavior shaped their classroom experiences. A cross-sectional correlational design was employed with supplementary qualitative interviews. Participants were 31 eleventh-grade students purposively selected from one class at SMAN 5 Palopo, Indonesia, during the 2025/2026 academic year. Perceived teacher behavior was measured using a 17-item questionnaire covering respect, relational support, care, integrity, trust, enthusiasm, and motivation, whereas English achievement was obtained from documented mid-semester scores. Quantitative data were analyzed descriptively and through Spearman’s rank-order correlation after normality testing. Interviews with one English teacher and three students were analyzed thematically. Students reported favorable teacher behavior (M = 73.90, SD = 10.35), and their achievement was predominantly very good (M = 89.55, SD = 2.22). A weak positive but nonsignificant association was identified between perceived teacher behavior and achievement (rₛ = .220, p = .235). Interview findings nevertheless showed that respectful communication, supportive interaction, contextual instruction, and encouragement promoted confidence, motivation, participation, and understanding. The findings suggest that teacher behavior may contribute more directly to affective and behavioral learning processes than to immediate score differences. Larger longitudinal studies using standardized assessments are recommended.
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