Relationship between Teacher Interpersonal Behaviour and Students’ Learning Motivation in Geography

Abstract

This study examined the attitudes of Class 10 students in western Bhutan regarding the interpersonal behavior of their Geography teachers and the correlation between these perceptions and their motivation to learn the subject. A convergent parallel mixed-methods approach was employed, integrating survey questions, semi-structured interviews, and focus group discussions. The study was conducted at 22 secondary schools across five Dzongkhags, involving 303 students and 26 Geography instructors. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were examined using thematic analysis. Students generally rated their instructors positively, with the highest average scores for leadership (M = 4.35), understanding (M = 4.34), and helpfulness/ friendliness (M = 4.16). Uncertainty (M = 1.55) and dissatisfaction (M = 1.83) received the lowest ratings, resulting in an overall teacher behavior score of 3.07. Students were highly motivated to learn Geography (M = 3.80, SD = .52), with grade motivation being the highest (M = 4.11). A statistically significant and moderate correlation was found between perceived teacher behavior and student motivation (r = .472, p = .015). The study suggests that Geography teacher training should emphasize active listening and emotional awareness to enhance classroom interactions and boost student motivation.