Students’ Perceptions of Teacher Interaction in the English Classroom: A Gender-Based Study

Abstract

This paper has explored how secondary school students perceive teacher interaction in the English classroom, gender variation being the case of interest. A quantitative, descriptive-comparative research design was adopted, which included 1,350 students 675 male and 675 female students in Grades 8, 9, and 10 in government secondary schools of District Gujranwala in Pakistan. The standardized Questionnaire on Teacher Interaction (QTI-U) was used to collect the data and is a questionnaire that assesses teacher behaviors in eight subscales. These results showed that the students tended to see their teachers as supportive, understanding, helpful, and leadership-oriented, and admonishing, uncertainty, and dissatisfaction were rarely noticed. There was a gender analysis of male and female students where their perceptions were close with a slight difference where female students had a better perception of leadership. In general, the research paper reveals the significance of good and fair teacher relations in building appropriate, encouraging, and socially positive learning experiences. The results give an informational source to the educators and the policymakers to ultimately improve the interactions of the teachers and the students as well as to foster the development of the students as a whole being.