Impact of Teachers’ Soft Skills on Students’ Behavior at Primary Level in District Bannu

Abstract

This study investigates the Impact of Teachers’ Soft Skills in context of communication skills adaptability and empathy on Students’ Behavior at the Primary Level in District Bannu. The research aims to assess the level of soft skills among primary school teachers, evaluate student behavioral patterns, and analyze the extent to which teachers’ soft skills influence students’ behavior. Using a quantitative research design, data were collected from 329 male primary school teachers selected through stratified random sampling from a total population of 2,267 teachers across 676 schools. Two structured Likert-scale questionnaires were used to measure teachers’ soft skills and student behavior. The findings revealed that teachers demonstrated moderate to high levels of soft skills, including communication, empathy, adaptability, positive reinforcement, and emotional regulation. Correspondingly, students exhibited high levels of respectful behavior, emotional regulation, responsibility, motivation, and conflict resolution. Regression analysis indicated a statistically significant and moderately positive relationship between teachers’ soft skills and student behavior, with each soft skill domain contributing uniquely and significantly to various aspects of student conduct. Notably, communication skills, empathy, and adaptability strongly predicted students’ respectful behavior. The results led to the rejection of the null hypothesis, confirming that teachers’ soft skills significantly impact student behavior at the primary school level. This study underscores the importance of developing and integrating soft skills training in teacher education and professional development programs to foster positive student outcomes and a conductive learning environment in primary education.

KEY TERMS: Teachers’ Soft skills, Students’ Behavior, primary education.

https://doi.org/10.5281/zenodo.19054079