Bridging the Gap: Secondary School Teachers' Perspectives on Behavioral Barriers to Academic Success

Abstract

Secondary school students face obstacles to their academic progress due to behavioral issues. This study looks at students' behavioral issues from the perspective of the teachers who work in schools. Studies have demonstrated that behavioral issues impact student's academic achievement. It has been discovered that teachers encounter behavioral issues when instructing students in the classroom. Students' academic progress has decreased as a result of this practice. For this project, a quantitative approach was used to gather teacher data. Using simple random sampling, 135 instructors were chosen from all secondary schools in District Malir, Karachi, Pakistan. Using SPSS 22, the data screening and respondent demographics were investigated; the Smart PLS was used to analyze the measurement and structural model and hypotheses testing. The investigation results showed that student' behavioral issues about their parents' attitudes, behavior, education, and relationships with family significantly influenced their academic progress. To help students overcome these obstacles and improve their academic performance, it is advised that teachers concentrate on these concerns and have discussions with parents and guardians.