The Role of Teachers’ Interpersonal Behaviors in Learners’ Academic Achievements

Abstract

In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners’ educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners’ academic achievement. Learners are required to have some sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners’ academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners’ foreign language learning.

Unveiling the Predictive Effect of Students’ Perceived EFL Teacher Support on Academic Achievement: The Mediating Role of Academic Buoyancy

“…All of these factors exert a strong influence on students' educational learning experience and can be potential positive predictors of students' academic achievement. In addition, teacher-learner interpersonal relationships, a similar construct of teacher support, have been revealed to embody a significant constructive correlation with academic achievement [34]. Positive psychological factors such as L2 grit, well-being, and self-efficacy were found to mediate the association between teacher-learner interpersonal relationships and learners' academic success [34].…”

“…In addition, teacher-learner interpersonal relationships, a similar construct of teacher support, have been revealed to embody a significant constructive correlation with academic achievement [34]. Positive psychological factors such as L2 grit, well-being, and self-efficacy were found to mediate the association between teacher-learner interpersonal relationships and learners' academic success [34]. Furthermore, researchers have also revealed the impact of students' perceived EFL teacher support on their academic achievement [11,35].…”

“…In addition, Piechurska-Kuciel [36] discovered that perceived teacher support did not affect EFL achievement. These three dimensions of students' perceived EFL teacher support might only indirectly predict their academic achievement via the mediating roles of academic engagement [34,35,48] or academic emotions [49,50]. The inconsistent conclusion of this study, as with previous studies such as that of Chen and Chen [11], may be accounted for by the fact that former studies did not take into account the role mediating variables play, such as academic engagement, personality traits (e.g., academic buoyancy), and academic emotions (e.g., foreign language anxiety).…”

The Interpersonal Relationship and Organizational Commitment of Public Elementary School Teachers of Candelaria West District

“…In addition, organizational commitment, according to is defined as an employee's willingness to work for an organization and the relationship that an individual employee has with his or her employer's organization (Zhang, 2022). Employees' organizational citizenship behavior can be influenced by organizational commitment (Al-Jabari and Ghazzawi, 2019).…”

“…Affective commitment describes a person's good feeling about and readiness to be emotionally attached to an organization (Butron, 2015). According to it consists of three main components: loyalty to the organization, identification with the organization and participation in the organization (Zhang, 2022). The concepts behind this type of commitment are that people choose to stay in the organization and wish to do so.…”