Effects of Teachers’ Emotional Support on Students’ Classroom Participation

Abstract

Education demands innovation and new strategies in the teaching-learning process. The teacher’s instructional material and support for the students enhance the level of motivation, performance, and students’ participation in the classroom. Teachers play an important role in students’ growth and development. Objectives of the present study were to: find teachers emotional support level for students, find the level of students’ participation in the classroom, find the differences in male and female students participation in the classroom, and find the relationship between teachers’ emotional support and students’ participation in the classroom. The study was correlational in nature. The target population of the study was only two universities that were located in Lahore: the University of Management Sciences and the Punjab University. A simple random technique was used to select a sample size of 200 students who were recently enrolled in the 8^th semester. The reliability of the instrument was measured through Cronbach’s alpha, and the value was 0.967. The data were interpreted through descriptive and inferential statistics. The results show that the teachers’ emotional support is strongly correlated with students’ participation in class. Findings further concluded that teachers focus more on emotional intelligence for students’ participation.