Assessment of Teacher–Student Interaction and Related Classroom Practices in Non-Formal Schools: A Descriptive Study

Abstract

This study evaluated teacher-student interaction patterns to determine their effect on the motivational levels of elementary students in Faisalabad city. Educator-student interpersonal bonds were found to lead to improved learning outcomes and classroom participation while developing areas that enabled pupil learning. By identifying effective communication and instructional strategies, the research aimed to help educators improve student motivation, reduce dropout rates, and enhance the overall quality of education in Pakistan. The research also identified key elements of teacher-student interaction that contributed to increased student motivation in the classroom and explored strategies that enhanced teacher-student interaction for improving student motivation and engagement in learning. According to the School Information System (www.sis.punjab.gov.pk), the total number of elementary schools in the selected marakaz was 9, having 215 teachers, making the total population equal to 215. The sample size was determined as 137 by using an online software tool, i.e., www.surveysystem.com, with a confidence level of 95% and a confidence interval of 5%. The interview schedule contained content in both English and Urdu languages to ensure that all respondents could comprehend the statements. The collected data was analyzed using the Statistical Package for Social Sciences (SPSS). The findings from the study reveal several key insights into the dynamics of teacher-student interaction and its influence on student motivation. The data analysis results of the study also demonstrated that there was generally a high level of teacher-student interaction, as indicated by high mean scores of 3.84 to 4.19, which showed that teachers engaged in open communication, and listening to students and explaining concepts in an easy-to-understand manner. Positive personal characteristics were also evident among the teachers, with friendliness (M = 4.24), leadership (M = 4.16), and patience (M = 4.14) being identified as the major strengths which facilitated the positive classroom atmosphere. Furthermore, the importance of the teacher support practices is rated high, specifically in listening to the concerns of the students (M = 4.07), being approachable (M = 4.06), and giving the necessary feedback in time (M = 4.04), as it is rated highly by students. Nevertheless, certain weak points were also noted, such as keeping the attention of students (M = 2.60), pleasantness in the classroom (M = 3.19), and encouraging students to ask questions (M = 3.73). In addition, there was moderate use of strategies, like technology integration and adaptive teaching methods (M ≈ 2.83). Group activities were least utilized (M = 2.17). Generally, the findings indicated that despite the strong interpersonal and supportive attributes of teachers, more interactive, collaborative and student-centered practices should be emphasized to enhance further student engagement and learning performance.