UPH - Dr. Jose G.

Tamayo Medical University

Sto. Nio, Bian City, Laguna
College of Pharmacy

Attitudes and Behavior of the Students toward their Teachers

Durana, Cristhel D.
Marfil, Ynah Marie
Pepugal, Viena Linsen
Rabulan, Mettia
Tupas, Nadine
January 26, 2016

Review of the Related Literature

Student misbehaviors such as disruptive talking, chronic avoidance of work, clowning,
interfering with teaching activities, harassing classmates, verbal insults, rudeness to teacher,
defiance, and hostility, ranging from infrequent to frequent, mild to severe, is a thorny issue in
everyday classroom. Teachers usually reported that these disturbing behaviors in the classroom
are intolerable and stress-provoking, and they had to spend a great deal of time and energy to
manage the classroom. Obviously, student misbehaviors retard the smoothness and effectiveness
of teaching and also impede the learning of the student and his/her classmates. Moreover,
research findings have shown that school misbehavior not only escalated with time but also
lowered academic achievement and increased delinquent behavior. To lessen these immediate
and gradual adverse effects of student misbehaviors, it is of primary importance to identify what
exactly are these behaviors inside classroom. Attitudes can positively or negatively affect a
person's behavior. People with these types of attitudes towards work may likewise affect those
around them and behave in a manner that reduces efficiency and effectiveness.
A. Foreign
As stated by Daniel Katz (2015), attitudes are infectious and can affect the people that are
near the person exhibiting a given attitude, which in turn can influence their behavior as well.
Understanding different types of attitudes and their likely implications is useful in predicting
how individuals' attitudes influence their behavior. The four categories of attitudes: utilitarian,
knowledge, ego-defensive and value-expressive. Organizations can influence an employee's
attitudes and behavior by using different management strategies and by creating strong

organizational environments. As people are affected in different ways by varying influences, an

organization may want to implement multiple strategies. Understanding different types of
attitudes and their likely implications is useful in predicting how individuals' attitudes may
govern their behavior. One key to altering an individual's behavior is consistency.
According to Dr. D. Balaramulu (2013), the Postgraduates have a positive attitude to their
teachers behavior. The Students were found to be satisfied with the positive behavior of their
teachers. Half of students indicated that important qualities of teachers Behavior were
punctuality, honesty, hardworking, friendly, and confident and competency. Attitudes are inner
feeling or beliefs of an individual towards particular phenomena. One of the chief objectives of
education is the development of desirable attitude in the individuals. Attitudes are an expression
of inner feelings and beliefs that reflect whether a person is favorably or unfavorably predisposed to some phenomenon. It is also to be kept in view that education is required to develop
several attitudes in the students; attitude towards self; attitude towards studies; attitudes towards
others; an attitude towards certain ideals etc.
Fontana (1988) stated that in such a case teachers may easily forget about issues relating
to students attitudes and see the problem as merely a situation of poor performance or lack of
motivation on the part of the student. What the teachers may not realize is that the problem may
be as a result of differences in personality.
Chambers and Pettman (1986) have shown that both feelings and information are critical
factors in the formation of attitudes, and that these are critical components of understanding.
Attitudes are closely related to opinions. A distinction made, however is that a person can state
his opinion in word but may not be able to express his attitude by his action. Behavior is a

response, which an individual shows to his environment at different times. Behavior can be
positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and
voluntary or involuntary.
Dusenbery, (2009) stated that Behavior can be regarded as any action of an organism
that changes its relationship to its environment. Behavior provides outputs from the organism to
the environment. The meaning of behavior is to conduct or carry oneself or behavior in what we
do, especially in response to outside stimuli; anything that an organism does that involves action
and response to stimulation. There is no doubt that teachers play a major role in what happens in
their classrooms. Teachers provide a leadership or guiding role in the teaching and learning
context and therefore are extremely influential. A University teacher plays many roles. Some of
the roles are Guide, Counselor, Disciplinarian, Custodian, Evaluator, Curriculum developer,
Lifelong, learner, Extension worker, Researcher / Innovator, Organizer of curricular activities,
Administrator, etc.
Spec (2001), examined whether teachers' attitudes toward their included students with
disabilities differed as a function of the disability's severity. Seventy inclusive classroom teachers
nominated three students to prompts corresponding with the attitudes of attachment, concern,
indifference, and rejection. Chi-square analyses supported predictions, based on a theory of
instructional tolerance and a model of differential expectations, that students with severe or
obvious disabilities are significantly overrepresented among teachers' nominations in the
indifference category, whereas students with mild or hidden disabilities are significantly
overrepresented among teachers' nominations in the rejection category. Results were interpreted
to indicate that teachers tend to form different attitudes and expectations for their included
students with disabilities depending on the severity or obviousness of students' disabilities. It is

suggested that both included students with obvious and hidden disabilities are at risk for
receiving

inappropriate

educational

interactionsbut

for

different

reasons.

Distinct

recommendations for improving teachers' attitudes toward included students with hidden and
obvious disabilities are offered.
As stated by Joav Merrick (2012), Apart from exploring different categories of student
problem behaviors inside classroom, it is also valuable to identify the common ones and the
disruptive ones from the teachers perspectives. Existing research findings showed that, among
various types of student problem behaviors, talking out of turn, hindering others, and
idleness was commonly reported by secondary school teachers as the most frequent and
troublesome misbehaviors in the United Kingdom and Australia. Similar to these findings in the
West, talking out of turn was rated by both primary and secondary school teachers as the most
frequent and troublesome misbehavior, followed by no attentiveness and forgetfulnesstwo
other typical students disruptive behaviors in Hong Kong classroom. In mainland China, no
attentiveness, talking out of turn, and overactive were reported as the most frequent and
troublesome classroom behavior problems by the elementary school teachers in three provinces.
B. Local
According to Garcia Judith R. and Reyes Agnes S. (2014), students possess positive attitude
towards teachers. The teacher has a high level of interest in teaching the subject and rated as very
satisfactory in her teaching performance. The students fairly performed in their reasons in
treating their teachers. The perception of the students on their teacher is not related with their
attitude towards the subject and their grades but their attitude towards the subject has a very
minimal positive relationship with their grades and vice versa.

Related Studies
Attitude is a hypothetical construct that indicates an individual like and dislike towards
an item. It may positive, negative or neutral. Attitude is an approach, temperament, sensation,
situation, etc. with regard to a person or thing: inclination or course, especially of the mind.
Attitude is a way of looking at things (Muellerleile, 2005).The important outcomes of secondary
school science education are attitude like academic achievement. Oskamp & Schultz (2005)
described that there are three major theoretical viewpoints about the important nature of attitudes
that have been proposed by social psychologists: the tri-component point of view, the separate
entitiespoint of view, and the latent process perspective (Oskamp & Schultz, 2005). Affect,
behavior, and cognition are the three components of attitude which is a single entity the
tricomponent viewpoint holds. The thoughts and emotions one has toward an attitude object such
as chemistry lessons and chemistry subject are referred to as affective point of view. The
individuals explicit events and reactions to the attitude object is referred to behavior component
of attitude, while the cognitive factor is the thinking or belief that someone has about the attitude
object. The three components that are affect, behavior and cognition are unique and separate
entities, the second theoretical viewpoint about the nature of attitudes assumed. The term attitude
reserves the effective component only. Cognition and behavior are considered as determinants
instead of components of an attitude. This point of view has been described by investigators such
as Thurstone (1931), Bem (1970), and Fishbein and Aizen (1975).They have described attitude
as the sum of affect for or in opposition to an object. However, some researchers (e.g., Oskamp
& Schultz, 2005; Zanna & Rempel, 1988) distrust this simple speculative view of attitudes
Fishbein and Aizen (1975) also admitted that this standpoint does not take into custody the full

intricacy of the attitude impression. The third theoretical point of view views attitudes as a latent
variable that can explain the connection between certain observable stimulus events and
behaviors. Attitudes can be formed from cognitive, affective, and/or behavioral information
about the attitude objects and expressed through cognitive, affective, and/or behavioral responses
existing attitude researchers agreed (Eagly & Chaiken, 2005; Fabrigar, MacDonald, & Wegener,
2005; Oskamp & Schultz, 2005). According to Oskamp and Schultz (2005), the latent process
viewpoint is better than the tri-component viewpoint or the separate entities viewpoint because it
is more consistent with findings of contemporary attitude research.
Fostering initiatives that influence behavior is not enough; everyone in the organization
needs to be committed to the success of these initiatives. It is also important to remember that
certain activities will be more effective with some people than with others. Management may
want to outline a few different behavior-change strategies to have the biggest effect across the
organization and take into consideration the diversity inherent in any group.
References:
www.hetd.ohiolink.edu.com
www.hindawi.com
www.ripublication.com
www.questia.com
www.ccsenet.org.com
www.jstor.org/.com

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