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Nursing Teachers’ Behavior and their Influence on Academic Performance Among Students

Sunitha R, Babu Dharmarajan, Helen Shaji


In our day a modern teacher role has gone beyond just above teaching class, giving lectures, making exams and giving grades; the teacher actions influence the learner’s community and society, leading to a sound foundation towards the future of society and ensuring the continuation of actions. The present study aims to assess the correlation between faculty personality and its influence on academic performance of nursing students. A descriptive correlational design was used for the present study and data was collected from the selected nursing students at selected nursing institutions by using purposive sampling technique. Nursing Clinical Teacher Effectiveness Inventory (NCTEI) Survey Instrument was used to assess the nursing students perception towards teachers behavior, academic scoring sheets to assess academic performance. All the subjects have expressed positive perception (Good) towards their teachers in terms of teaching ability, interpersonal relations, nursing competence, and personality and evaluation component based on Nursing Clinical Teacher Effectiveness Inventory (NCTEI) Survey. The findings revealed a significant strong positive correlation between nursing students' perceptions of teacher behaviour and their academic performance. The present study findings create an insight about the importance of nursing student’s perception about their teacher’s behavior and their influence on their academic achievement and level of performance in the clinical area. An efficient teacher’s cognitive and non-cognitive abilities had profound effect on nursing student’s academic achievement and level of performance in clinical practices. Any students would have impact of characteristics of clinical teachers who were the role model for them. Hence, it is imperative to have a teacher training programs concentrating on overall growth of the learners, instead only on academic achievement which were totally based on scoring and clinical performance through providing vital importance to the personality, behaviour, interpersonal relations, fair evaluation and cognitive ability of teaching

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