Abstract

The main aim of this study is to investigate the impact of teachers’ behavior on English proficiency of ESL learners at secondary level. Teacher’s behavior directly or indirectly influences students’ performance positively or the otherwise. This study was descriptive in nature and survey based design was adopted to pursue operational phase. Respondents were selected from accessible population by using random and convenient sampling techniques. The data was collected quantitatively from 200 students and 40 teachers. Questionnaire was used to collect data from teachers and students to know their perceptive about the impact of instructor’s behavioral patterns on learners’ achievements. The raw data was analyzed followed by tabular, graphical and narrative interpretations. The findings of the study show that teacher’s behavior affects the whole language learning process according to the needs of the students. It further determines that there is a positive correlation between teacher’s positive behavior and student’s linguistic and academic growth. The results also show that positive behavior of female teacher was more learning friendly as compared to the behavior of male teachers. The study concludes with strong recommendation that positive behavior training skills should be implemented in continuous professional development programs for English language teachers. At times, positive behavior of teachers proved more beneficial than their competency for ESL learners.

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