Listening to the Listeners:Students’ Voices on Teacher Behavior and Classroom Experiences

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Sandra Surendran, Saranya T.S, Janani S.M This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8658121/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Teacher-Student relationships are very important in defining the emotional and learning outcomes for students. But most of the studies done on this topic have remained focused on the teacher’s point of view predominantly. The study was done on Lower Primary and Upper Primary students in order to discover the perception of teacher behavior from their point of view, and the conduct that the teacher must avoid and must practice as perceived by the students. The study was done on 25 students consisting of 12 Lower Primary and 13 Upper Primary, from public and government-aided schools, through semi-structured interviews based on thematic analysis. The findings revealed that LP students emphasized emotional warmth, kindness, and opportunities for play, while expressing emotional distress in response to scolding. In contrast, UP students highlighted the importance of patience, non-judgmental attitudes, and supportive learning environments that fostered questioning and understanding. These findings are discussed using Attachment Theory, Behavioural Theory, Piaget's Cognitive Development Theory, and Self-Determination Theory to highlight the significance of emotionally secure, respectful, and autonomy-supportive teacher behaviour. This study therefore, emphasizes the benefits of capturing student voice to underpin developmentally sensitive and student-centered pedagogical practices. teacher–student relationship student voice narrative research attachment theory teacher behaviour 1. INTRODUCTION Teacher–student relationships play a central role in shaping students’ academic engagement, emotional well-being, and overall classroom experiences. A growing body of educational research has consistently demonstrated that teacher behaviour—such as emotional responsiveness, patience, fairness, and communication style—significantly influences students’ motivation, classroom participation, and perceptions of learning environments (Riley, 2011; Wentzel, 1997). While these relationships have been widely examined, much of the existing literature has primarily relied on teachers’ self-reports or adult interpretations of classroom dynamics, often overlooking students’ own perspectives on how teacher behaviour is experienced and interpreted in everyday school contexts. In recent years, there has been increasing recognition of the importance of student voice in educational research, particularly in understanding classroom climate and pedagogical effectiveness (Smith, 2011). Students are not passive recipients of instruction; rather, they actively interpret, evaluate, and respond to teacher behaviours in ways that influence both their emotional security and learning engagement. Capturing students’ perceptions is therefore essential for developing classroom practices that are responsive to learners’ developmental needs. However, empirical studies that systematically explore how students at different stages of primary education perceive teacher behaviour—especially within diverse school settings—remain limited. Developmental differences are particularly relevant when examining students’ experiences of teacher behaviour. Lower Primary (LP) students are at an age where emotional safety, warmth, and reassurance play a foundational role in their engagement with schooling. Teachers often function as significant emotional figures within the classroom, and students’ early school experiences are closely tied to how supported and secure they feel in teacher–student interactions. In contrast, Upper Primary (UP) students gradually develop greater cognitive, emotional, and social awareness, enabling them to reflect more critically on issues such as fairness, patience, respect, and autonomy in teaching practices. These developmental differences are consistent with Piaget’s theory of cognitive development, which emphasizes age-related changes in children’s reasoning, understanding, and interpretation of social experiences (Piaget, 1952). The present study draws primarily on Attachment Theory and Self-Determination Theory to frame students’ perceptions of teacher behaviour. From an attachment perspective, emotionally responsive teachers may serve as a secure base that supports students’ exploration, confidence, and classroom participation (Bowlby, 1969/1982; Riley, 2011). Self-Determination Theory further emphasizes the role of autonomy, competence, and relatedness in fostering intrinsic motivation and positive learning experiences (Deci & Ryan, 1985, 2000). Together, these frameworks provide a useful lens for understanding how teacher behaviours such as patience, non-judgmental communication, and emotional support influence students’ emotional comfort and engagement with learning tasks across developmental stages. Despite the relevance of these theoretical perspectives, there is a lack of qualitative research that foregrounds students’ lived experiences of teacher behaviour, particularly within primary school settings. Much of the available evidence relies on standardized measures or adult interpretations, which may not fully capture the nuanced ways in which students experience classroom interactions. Qualitative approaches that allow students to articulate their thoughts, feelings, and experiences in their own words are therefore essential for gaining deeper insight into classroom dynamics and for informing teacher education and classroom practice. Accordingly, the present study adopts a qualitative exploratory approach using semi-structured interviews to examine how Lower Primary and Upper Primary students perceive teacher behaviour—specifically, what behaviours they value and what behaviours they find emotionally distressing or discouraging. By comparing perceptions across developmental stages, this study seeks to contribute developmentally differentiated insights into teacher–student interactions and to highlight the importance of emotionally responsive and supportive teaching practices. From a behavioural perspective, teacher behaviours such as scolding, praise, and encouragement function as forms of reinforcement that can shape students’ emotional and learning responses in the classroom (Skinner, 1953). The findings aim to inform educators, school administrators, and teacher educators about how classroom environments can be shaped to better support students’ emotional well-being and learning engagement. 1.1 Need And Significance Of The Study Understanding students’ classroom experiences is essential for improving teaching practices and creating supportive learning environments in primary education. Although teacher behaviour has been widely studied, much of the existing research has relied on teachers’ self-reports, observational measures, or standardized assessments, with comparatively less emphasis on how students themselves perceive and experience teacher behaviour in everyday classroom contexts. This gap is particularly evident in primary education, where students’ emotional responses to teachers play a critical role in shaping their engagement with learning. There is a clear need for research that foregrounds students’ voices , especially across different developmental stages. Lower Primary and Upper Primary students differ substantially in their emotional, cognitive, and social capacities, which may influence how they interpret teacher behaviour such as scolding, patience, encouragement, and support. However, limited empirical work has examined these developmental differences from the students’ own perspectives. Without such insights, classroom practices and teacher training programmes risk adopting a one-size-fits-all approach that may not adequately address students’ age-specific needs. The present study is significant in that it provides developmentally differentiated insights into how students perceive teacher behaviour and its emotional impact. By directly engaging students through qualitative interviews, the study captures nuanced perceptions that may not be easily identified through quantitative instruments. These insights are particularly valuable for informing classroom management strategies, teacher–student communication, and emotionally responsive pedagogical practices in primary school settings. From a practical standpoint, the findings of this study have important implications for teacher education and professional development . Understanding what students perceive as supportive or distressing behaviour can help teachers reflect on their instructional and interpersonal practices, adapt their approaches to different age groups, and foster classroom environments that promote emotional safety, motivation, and engagement. Additionally, the study offers evidence that can support schools in developing policies and training initiatives aimed at enhancing positive teacher–student interactions. Overall, this study addresses an important gap in educational research by systematically exploring students’ perceptions of teacher behaviour across developmental stages. By highlighting the emotional and relational dimensions of classroom experiences from the students’ perspectives, the study contributes to ongoing efforts to create more inclusive, responsive, and psychologically supportive learning environments in primary education. 1.2 Statement Of The Problem Despite extensive research on teacher behaviour and classroom management, limited attention has been given to how primary school students themselves perceive and experience teacher behaviour in everyday classroom interactions. Existing studies have largely emphasized teachers’ perspectives or adult interpretations of classroom dynamics, which may not fully capture students’ emotional and experiential realities. This gap is particularly evident in primary education, where students’ developmental stages influence how they interpret teacher behaviours such as scolding, patience, emotional support, and encouragement. Furthermore, there is a lack of empirical research that compares perceptions of teacher behaviour between Lower Primary and Upper Primary students from the students’ own viewpoints. Understanding these developmental differences is important for designing age-appropriate pedagogical practices and emotionally supportive classroom environments. Without incorporating students’ voices, educational practices may overlook factors that significantly affect students’ emotional well-being, engagement, and learning experiences. The present study addresses this gap by exploring Lower Primary and Upper Primary students’ perceptions of teacher behaviour, with a focus on identifying behaviours students perceive as supportive as well as those they experience as emotionally distressing. By adopting a qualitative approach, the study seeks to generate insights that can inform classroom practices, teacher education, and school-level efforts to enhance positive teacher–student interactions in primary education. 1.3 Research Questions 1) How do Lower Primary and Upper Primary students perceive teacher behaviour in their classroom experiences? 2) What teacher behaviours do students identify as emotionally supportive or emotionally distressing during classroom interactions? 3) In what ways do perceptions of teacher behaviour differ between Lower Primary and Upper Primary students? 2. METHODOLOGY 2.1 Research Design The present study adopted a qualitative exploratory research design to examine primary school students’ perceptions of teacher behaviour and their classroom experiences. Qualitative exploratory designs are particularly appropriate when research aims to understand participants’ perspectives in depth rather than to generalize findings statistically (Creswell, 2013 ). An exploratory design was selected due to the limited empirical research that foregrounds students’ voices—particularly across different developmental stages in primary education. This approach allowed the researchers to capture nuanced perspectives of both Lower Primary and Upper Primary students regarding emotionally supportive and emotionally distressing teacher behaviours within everyday classroom contexts. This emphasis on experience and meaning-making aligns with narrative inquiry principles, which view participants’ stories as central to understanding lived experience (Clandinin & Connelly, 2000 ). 2.2 Sample The sample for the present study consisted of 25 primary school students, comprising 12 Lower Primary (LP) students and 13 Upper Primary (UP) students. The participants were drawn from public and government-aided schools. Both boys and girls were included in the study to capture a range of student experiences. Lower Primary students were enrolled in early primary grades, while Upper Primary students were enrolled in later primary grades. This grouping was used to reflect developmental differences in students’ emotional, cognitive, and classroom experiences. The sample size was considered appropriate for an exploratory qualitative study aimed at gaining in-depth insights rather than achieving statistical generalisation. Participants were selected based on their willingness to share their classroom experiences and their ability to communicate their perceptions of teacher behaviour in an interview setting. For younger students, additional care was taken to ensure that interview questions were age-appropriate and that students felt comfortable expressing their views. The study does not seek to generalise findings to all primary school students. Instead, the sample was intended to provide rich, context-specific insights into how students at different developmental stages perceive teacher behaviour and its emotional impact within classroom settings. Table 1 shows the sample break down of the participants Category Lower Primary (LP) Upper Primary (UP) Total Number of students 12 13 25 Gender Boys (5) Girls (7) Boys (4) Girls (9) Boys(9) Girls(16) School type Public (7) Government-aided (5) Public (6) Government-aided (7) Public (13) Government-aided (12) Table 1 presents the demographic characteristics and school-type distribution of the Lower Primary and Upper Primary student participants. 2.3 Sampling Technique The study used purposive sampling to select participants who could provide meaningful information about their experiences with teachers. 2.3 Materials A Semi-Structured Interview Schedule was used for data collection. The interview schedule consisted of open-ended questions that encouraged students to freely narrate their experiences regarding teacher behaviour, including what teachers should not do and how a teacher should be according to them. 2.4 Procedure Prior to data collection, permission to conduct the study was obtained from the respective school authorities. Parents or legal guardians of all participating students were informed about the purpose and nature of the study, and written informed consent was obtained. In addition, assent was obtained from the students, and participation was entirely voluntary. Data were collected through individual semi-structured interviews conducted in a quiet and familiar setting within the school premises to ensure that students felt comfortable and safe while sharing their experiences. Special care was taken to ensure that the interview environment was non-threatening and appropriate to the developmental level of the participants, particularly for Lower Primary students. The interview questions were open-ended and age-appropriate, focusing on students’ classroom experiences and their perceptions of teacher behaviour. For younger students, questions were simplified and probes were used gently to support expression without leading responses. Each interview lasted approximately 15–25 minutes, depending on the age and comfort of the participant. With parental consent, interviews were audio-recorded to ensure accurate documentation of responses. Participants were informed that they could choose not to answer any question and could withdraw from the interview at any point without any negative consequences. All interviews were later transcribed verbatim for analysis. Where necessary, transcripts were translated into English for analysis, ensuring that the original meaning of students’ responses was preserved as accurately as possible. Throughout the data collection process, the researchers maintained sensitivity to participants’ emotional comfort and well-being. No evaluative feedback was provided to students during the interviews, and confidentiality was assured by removing identifying information from transcripts and using pseudonyms in reporting the findings. 2.5 Ethical Considerations Ethical principles were strictly adhered to throughout the conduct of the study, particularly given the involvement of child participants. The study protocol was reviewed and approved by the Head of the Institute, Amity Institute of Behavioural Health and Allied Sciences, Amity University Bengaluru, prior to data collection. Permission to conduct the study was also obtained from the respective school authorities. Written informed consent was obtained from parents or legal guardians of all participating students, and assent was obtained from the students themselves. Participation was entirely voluntary, and students were informed that they could decline to answer any question or withdraw from the study at any point without any negative consequences. The confidentiality and privacy of participants were ensured throughout the research process. Identifying information was removed from all transcripts, and pseudonyms were used in the reporting of findings. Audio recordings and transcripts were stored securely and were accessible only to the research team. All data were used exclusively for academic and research purposes. Special care was taken to ensure that the interview process was developmentally appropriate and emotionally safe for the participants. Interview questions were framed in a non-threatening and age-appropriate manner, and the researchers remained attentive to signs of discomfort or distress during the interviews. If a participant appeared uncomfortable, the interview was paused or discontinued in accordance with ethical best practices for research involving children. The study was conducted in line with established ethical guidelines for qualitative research with human participants, emphasizing respect for persons, beneficence, and non-maleficence. The findings are presented in a manner that avoids harm, misrepresentation, or stigmatization of participants, teachers, or institutions. 3. RESULTS This chapter presents the findings of the study exploring the perceptions of Lower Primary (LP) and Upper Primary (UP) students regarding “what a teacher should be” and “what a teacher should not do.” Data were collected using semi-structured interviews and analyzed through thematic analysis. Results are presented separately for LP and UP students. 3.1 Narratives of LP Students The Lower Primary (LP) group consisted of 12 participants. Their responses largely reflected a strong need for emotional security, warmth, and enjoyment in the classroom. Three major themes emerged from the narratives. Theme 1: Kindness and Love The students of LP often highlighted that their teachers should be kind, gentle, and loving. They were happy, safe, and feeling emotionally secure as long as their teachers spoke to them with kindness and did not punish them harshly. The students felt more confident as their teachers were caring. The students were happy as long as their teachers were caring. They further claimed that the caring teacher made their school life pleasant so that students felt encouraged to come to school and participate actively there. One student explained liking certain teachers “because they do not scold us” and stated that teachers “should behave nicely to us with love” (Student 1, Grade 1), while another shared feeling scared when teachers scolded and wished that teachers “should not shout and they should love us” (Student 8, Grade 1). Kindness was also associated with friendliness and gentle communication, with a student describing a preference for teachers “who talk softly and are friendly,” noting that scolding reduced emotional connection even if studying continued (Student 2, Grade 4). The absence of kindness, particularly in the form of scolding and beating, was linked to negative emotional responses such as sadness, fear, and boredom; students expressed that they would not like the class or the teacher if such behaviour occurred (Students 3, 5, 9, and 10). One participant highlighted liking a teacher because “the teacher doesn’t scold us much and loves us very much,” and others clearly stated that teachers should stop beating because it is painful (Students 3 and 10). Theme 2: Emotional Effect of Scolding Students in LP believed that being scolded by lecturers did not decrease their interest in the subject, but it brought them feelings of sadness, fear, and hurt towards the lecturer emotionally. These students believed that scolding impacted more on their emotional connection with the lecturer, not their interest in acquiring knowledge. Students believed that if the lecturers were harsh or appeared angry, they ended up feeling sad and uncomfortable in class. The students acknowledged that teacher behavior has an impact on students’ emotional well-being in class. Several students expressed a clear preference for teachers who did not scold, with one stating that they liked certain teachers “because they do not scold us” and wished that teachers “should not scold us” (Student 1, Grade 1). Another student noted, “I will study, but I will not like the teacher” when scolded, indicating a separation between academic engagement and emotional attachment (Student 2, Grade 4). Feelings of sadness and discomfort were frequently reported, with students describing that they would feel “sad,” “uncomfortable,” or “a bit sad to sit in that class” if scolded (Students 6, 7, 10, and 11). Fear was also evident, as one Grade 1 student shared, “I feel scared when they scold me,” and expressed a dislike for subjects taught by scolding teachers (Student 8, Grade 1). Some students described emotional withdrawal from the class, stating that they would not like the class, would hate the teacher “a bit,” or would not listen properly when scolded (Students 4, 9, and 12). Theme 3: Desire for Play and Enjoyment Students showed a clear preference for their teachers, allowing play time and engaging in fun activities in the classroom. Teachers who incorporated play into their teaching practices were seen as welcoming, accessible, and caring. In turn, this led students to feel relaxed and happy while attending school. Playful interactions led to a decreased feeling of fear, anxiety, and apprehension. As a result, students felt comfortable participating in class activities and responding to their teacher. Play became a stimulating element for these students not only for pleasure but also to increase their learning interests. Several students stated that they liked going to school primarily “to play,” with one explaining that their favourite moments were when teachers allowed them to attend Physical Education classes and play freely (Students 3, 6, and 7). Teachers who incorporated play were often described positively, with students noting that they liked teachers who “allow us to play,” “allow me to play games,” or “allow us to play and talk in a friendly way” (Students 2, 9, 11, and 12). Playful opportunities were also associated with emotional comfort, as students expressed feeling happier and less hesitant in classrooms where teachers were friendly and playful. One student reported liking a teacher because the teacher “lets me go to Physical Education class and play,” while another appreciated teachers who explained lessons again and allowed time for play, making learning more enjoyable (Students 2 and 4). In contrast, the absence of play, especially when combined with scolding, led to negative emotional responses such as boredom, sadness, discomfort, and reduced attention in class, with students stating that they would feel uncomfortable, bored, or would not listen properly if teachers scolded or restricted play (Students 3, 6, 7, 11, and 12). 3.2 Narratives of UP Students The Upper Primary (UP) group consisted of 13 participants. Their expectations reflected not only emotional needs but also cognitive and motivational aspects of learning. Three key themes emerged. Theme 1: Patience in Teaching UP students highly appreciated teachers who showed patience during the explanation of concepts and were open to resolving recurring questions. The students felt more confident, motivated, and at ease while learning if teachers maintained calmness in the class, especially when students took time to understand concepts. The students appreciated patient teachers who made them feel less pressured and free from fear of making mistakes while learning; thus, the students felt free to ask questions without fear of ridicule or negative responses from teachers. One student stated that teachers “teach very quickly, and they don’t care whether we understand it or not” and added that teachers “shouldn’t hesitate even if we ask the same doubts multiple times” (Student 1). Another student shared that “teachers talk fast and expect us to catch everything instantly” and that “if we ask them to repeat, they get irritated” (Student 2). Students also described that “teaching is mostly fast-paced, and they expect us to understand everything in one go” and that “when we ask them to repeat something, they get annoyed” (Student 3). Several students referred to the pressure of completing the syllabus, stating that “teachers are always in a hurry,” “they keep saying we must finish portions quickly,” and “teachers keep saying ‘exam is near,’ so they rush” (Students 4, 6, and 9). Theme 2: Non-Judgmental Attitude Students recognized that their teachers should adopt a non-judgmental attitude with them, refraining from blaming, criticizing, or labeling them when they make mistakes. Teaching in a non-judgmental manner gave students a feeling of acceptance, respect, and understanding in class. Through a non-judgmental teaching style, students were encouraged to freely air their views, ask inquiries, and confess their troubles without being embarrassed or punished. This theme highlights the value given to a non-condemning teaching style in instilling feelings of security, freedom in communication, and cordial teacher-student relationships. One student explained that their teacher “is very sweet and never judges us, we can share whatever we want” and added that the teacher “always listens to me without judgment” (Student 1). Another student stated that teachers “don’t judge us and let us be ourselves” and noted that they “get annoyed and say we weren’t paying attention” when doubts were repeated (Student 3). Students also described experiences of being scolded or compared, saying that teachers “say, ‘Why didn’t you listen earlier?’” or “were you sleeping in class?” (Students 6 and 11). Some students noted that teachers gave more attention to certain students, stating that “I feel teachers give more attention to ‘bright’ students” and that “they only help the ‘bright’ students” (Students 7, 8, and 12). One student reflected on positive experiences, noting that a teacher “didn’t scold me, just smiled and helped” (Student 11), while another described a teacher who “always listens and never makes us feel small” (Student 2). Theme 3: Supportive Learning Environment Students at UP highlighted a supportive learning environment as one where teachers encourage questions, listen attentively, and provide constructive guidance. Such a classroom setting lets students feel valued and understood, enhancing their confidence and willingness to participate in the learning process of students. The supportive atmosphere will instill curiosity and intrinsic motivation to learn in students because they will not feel reluctant or criticized for discussing ideas and asking for clarification. This theme leads to the role of teacher support in promoting positive academic engagement and emotional well-being among students. One student shared that their teacher “is the only person I feel comfortable talking to” and “will always approach us with a pleasant face” (Student 1). Another student described that their teacher “always listens and never makes us feel small” and “waited after school to talk to me” (Student 2). Students also described teachers who “always check in with us and even help with personal problems” and “gave me extra worksheets and explained everything calmly” (Student 3). Others recalled teachers who “are always smiling and talk to us like a friend” and “gave me a pep talk that made me feel better” (Student 4). Additional examples included teachers who “stayed back after class to help me with grammar” (Student 5), “tells us not to worry too much and motivates us” (Student 6), and “explained a lesson slowly when I didn’t understand” (Students 7 and 8). Students highlighted that supportive behaviour influenced their motivation and confidence, stating that “if they treat everyone equally, I feel motivated” (Students 7, 8, and 10), “if they mentor us, I feel safe” (Student 9), “didn’t scold me, just smiled and helped” (Student 11), “encourages us to try our best” (Student 12), and “listens to us and even tells us not to worry if we make mistakes” (Student 13). Table 2 provides a summary comparison of key themes identified across Lower Primary and Upper Primary students’ perceptions of teacher behaviour. Table 2 Summary of key findings Aspect LP Students UP Students Emotional focus Kindness, love, happiness Respect, understanding, patience Reaction to scolding Sad at teacher, not subject Expect patience, dislike judgment Learning preference Playful, interactive Supportive guidance, repeated explanations These two groups value kindness, patience, and empathy, but while LP students focus more on emotional warmth and play, UP students focus more on respect, understanding, and learning support. 4. DISCUSSION The present study examined Lower Primary (LP) and Upper Primary (UP) students’ perceptions of teacher behaviour, highlighting how teacher–student interactions are experienced differently across developmental stages. The findings reinforce existing educational research that positions teacher behaviour as a critical determinant of students’ emotional well-being, engagement, and classroom participation (Wentzel, 1997 ; Riley, 2011 ). By foregrounding students’ voices, this study adds nuanced, developmentally informed insights into how teacher behaviour is interpreted and emotionally processed by primary school students. Teacher Behaviour and Emotional Security in Lower Primary Students The findings related to LP students underscore the importance of emotional warmth, kindness, and playfulness in early classroom experiences. LP students consistently associated positive teacher behaviour with feelings of safety, happiness, and willingness to participate in classroom activities. From an attachment theory perspective , these findings suggest that teachers may function as secondary attachment figures who provide emotional security and a safe base for exploration within the school environment (Bowlby, 1969/1982; Riley, 2011 ). When teachers were perceived as kind and emotionally available, students reported greater comfort and positive emotional engagement with school. Conversely, experiences of scolding and harsh communication were described as emotionally distressing by LP students, often leading to fear, sadness, or emotional withdrawal from the teacher. While students indicated that scolding did not always reduce their willingness to study, it negatively affected their emotional connection with the teacher. This distinction highlights that emotional safety and academic compliance are not equivalent and that emotionally punitive practices may undermine the quality of teacher–student relationships even when academic participation continues. These findings align with previous research indicating that emotionally negative teacher behaviours can impair students’ sense of belonging and emotional well-being (Hargreaves, 2000 ; Thompson, 2008 ). The emphasis on play and enjoyment further reflects the developmental needs of younger children. Playful and interactive teaching practices were perceived as reducing fear and increasing comfort, thereby facilitating engagement. Classroom management practices and instructional strategies can therefore be understood as technologies of teaching that influence student behaviour and engagement through structured reinforcement and feedback (Skinner, 1968 ). Such findings support educational research suggesting that emotionally supportive and engaging classroom environments are particularly critical in early primary education, where emotional regulation and learning are closely interconnected. Developmental Shifts in Upper Primary Students’ Perceptions In contrast to LP students, UP students articulated more cognitively and socially nuanced expectations of teacher behaviour. Patience in teaching, non-judgmental attitudes, and supportive communication emerged as central themes. These findings reflect developmental changes in students’ cognitive and social awareness, enabling them to evaluate teacher behaviour in terms of fairness, respect, and instructional support. As students progress through primary education, they become increasingly sensitive to how teachers respond to questions, mistakes, and individual learning needs. The preference for patient explanations and repeated clarification aligns closely with Self-Determination Theory , which emphasizes the importance of supporting students’ needs for competence, autonomy, and relatedness in fostering intrinsic motivation (Deci & Ryan, 1985 , 2000 ). Teachers who responded calmly to repeated questions and encouraged inquiry were perceived as facilitating learning and reducing anxiety. In contrast, judgmental responses or expressions of irritation were experienced as discouraging and emotionally distressing, potentially inhibiting students’ willingness to seek help. UP students’ emphasis on non-judgmental behaviour also highlights the role of emotional respect in sustaining motivation and engagement. Being compared to peers or labeled as inattentive or incapable was perceived as undermining confidence and participation. These findings are consistent with earlier research demonstrating that perceived pedagogical caring and emotional support are associated with higher motivation and positive academic outcomes in older children (Wentzel, 1997 ). 5. CONCLUSION The present study explored Lower Primary and Upper Primary students’ perceptions of teacher behaviour, highlighting the central role of teacher–student interactions in shaping students’ emotional experiences and classroom engagement. By foregrounding students’ voices through a qualitative approach, the study provides insight into how teacher behaviour is interpreted and emotionally experienced at different stages of primary education. The findings indicate that emotionally supportive teacher behaviour is valued across developmental stages, although the nature of this support differs by age. Lower Primary students emphasized kindness, warmth, and playful interactions, reflecting their need for emotional security and comfort in early schooling. In contrast, Upper Primary students highlighted patience, non-judgmental communication, and instructional support, underscoring the importance of respect and emotional safety in sustaining engagement and confidence as students mature cognitively and socially. These results suggest that emotionally responsive teaching practices should be developmentally sensitive rather than uniform across age groups. While maintaining warmth and care remains important throughout primary education, older students increasingly value teachers who support autonomy, encourage questioning, and respond constructively to mistakes. Such practices can foster emotionally safe learning environments that support both well-being and academic engagement. Although the study was exploratory and based on a relatively small sample, it offers meaningful insights into students’ lived experiences of teacher behaviour in classroom contexts. By highlighting age-related differences in perceptions, the study contributes to educational research that emphasizes the importance of student voice in informing classroom practice and teacher preparation. Future research with larger and more diverse samples may further extend these findings and strengthen their applicability across educational settings. 6. IMPLICATIONS The findings of the present study have important implications for classroom practice, teacher education, and school-level efforts aimed at fostering supportive learning environments in primary education. By highlighting students’ perceptions of teacher behaviour across developmental stages, the study underscores the need for teaching practices that are not only instructionally effective but also emotionally responsive. Implications for Classroom Practice Teachers may benefit from adopting developmentally sensitive approaches to classroom interaction. For Lower Primary students, practices that emphasize warmth, kindness, and playful engagement appear particularly important for promoting emotional security and comfort in the classroom. Creating a positive emotional climate through gentle communication and age-appropriate interaction may help young learners feel safe and willing to participate in learning activities. For Upper Primary students, the findings suggest that patience, non-judgmental communication, and instructional support play a critical role in sustaining motivation and engagement. Teachers who encourage questioning, respond calmly to repeated doubts, and avoid public criticism may help reduce anxiety and support students’ confidence as academic demands increase. Such practices can contribute to classroom environments where students feel respected and supported in their learning processes. Implications for Teacher Education and Professional Development The study highlights the importance of integrating emotional and relational competencies into teacher education and professional development programmes. Training initiatives may benefit from emphasizing reflective practices that help teachers become more aware of how their communication styles and behavioural responses are perceived by students at different ages. Incorporating student perspectives into teacher training can support the development of emotionally responsive and inclusive pedagogical practices. Professional development programmes may also focus on strategies for managing classroom demands—such as time pressure and curriculum coverage—without compromising emotional support. Developing skills related to patience, constructive feedback, and respectful communication may be particularly valuable in primary school contexts. Implications for School Policy and Support Systems At the school level, the findings suggest the value of promoting policies and practices that prioritize emotionally supportive learning environments. Schools may consider encouraging regular reflection on teacher–student interactions, providing opportunities for teachers to share effective practices, and fostering a school culture that values emotional well-being alongside academic achievement. Incorporating mechanisms for student feedback, in age-appropriate forms, may further support the development of responsive classroom practices. Overall, the implications of this study point to the importance of recognizing students’ emotional experiences as an integral component of effective teaching. By attending to how teacher behaviour is perceived by students at different developmental stages, educators and institutions can work towards creating learning environments that support both emotional well-being and meaningful engagement with learning. 7. LIMITATIONS While the present study offers valuable insights into students’ perceptions of teacher behaviour, certain limitations should be acknowledged. First, the study employed a small sample size drawn from a limited number of public and government-aided schools. As the research was qualitative and exploratory in nature, the findings are context-specific and are not intended to be statistically generalised to all primary school settings. Second, the study relied on self-reported accounts obtained through interviews with students. Although this approach was appropriate for capturing students’ subjective experiences, responses may have been influenced by memory, emotional state, or social desirability. This limitation is particularly relevant for younger students, whose expressive and reflective abilities are still developing. Third, the use of semi-structured interviews with children presents inherent challenges related to language comprehension and interpretation. Despite efforts to use age-appropriate questions and create a comfortable interview environment, some nuances of students’ experiences may not have been fully articulated or captured. Finally, the study focused exclusively on students’ perspectives and did not incorporate teachers’ viewpoints or classroom observations. While this focus was intentional in order to foreground student voice, the absence of multiple data sources limits the ability to triangulate findings and may have constrained the depth of contextual interpretation. Recognizing these limitations provides important context for interpreting the findings and highlights opportunities for future research to build upon the present study. Declarations Ethical approval The study was reviewed and approved by the Head of the Institute, Amity Institute of Behavioural Health and Allied Sciences, Amity University Bengaluru, prior to the commencement of data collection. Permission to conduct the study was also obtained from the respective school authorities. The research was conducted in accordance with established ethical guidelines for research involving human participants, with particular attention to the protection and well-being of child participants. Consent to participate Written informed consent was obtained from the parents or legal guardians of all participating students prior to data collection. In addition, verbal assent was obtained from the students themselves. Participation was entirely voluntary, and students were informed that they could decline to answer any question or withdraw from the study at any point without any negative consequences. Consent to publish Not applicable. The study does not include any identifiable images or personal data of participants. Funding Declaration There is no funding received for this research. Competing Interest Authors declare no competing interest in this research. Data Availability The data generated and analyzed during the current study are not publicly available due to ethical restrictions related to the involvement of child participants and the sensitive, qualitative nature of the interview data. Anonymized excerpts supporting the findings are included within the manuscript. Additional data may be made available from the corresponding author upon reasonable request, subject to institutional ethical approval and participant confidentiality considerations. Author Contributions S.T.S and K.S.S collected data and supervised the study. J.S.M and S.T.S analyzed the data and wrote the draft article. K.S.S reviewed and wrote the final manuscript and S.T.S validated it. References Bowlby, J. (1982). Attachment and loss: Vol. 1. Attachment (2nd ed.). Basic Books. (Original work published 1969) Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research . Jossey-Bass. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage Publications. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior . Plenum Press. Deci, E. L., & Ryan, R. M. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25 (1), 54–67. https://doi.org/10.1006/ceps.1999.1020 Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16 (8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7 Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). International Universities Press. (Original work published 1936) Riley, P. (2011). Attachment theory and the teacher–student relationship: A practical guide for teachers, teacher educators and school leaders . Routledge. Skinner, B. F. (1953). Science and human behavior . Macmillan. Skinner, B. F. (1968). The technology of teaching . Appleton-Century-Crofts. Smith, A. B. (2011). Respecting children’s rights and agency: Theoretical insights into children’s participation. Childhood, 18 (1), 11–26. Thompson, R. A. (2008). Early attachment and later development: Familiar questions, new answers. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment (2nd ed., pp. 348–365). Guilford Press. Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89 (3), 411–419. https://doi.org/10.1037/0022-0663.89.3.411 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8658121","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":610501989,"identity":"0c81a3f0-16b8-4860-9c29-3e372ea3862c","order_by":0,"name":"K. Sandra Surendran","email":"","orcid":"","institution":"Amity University Bengaluru","correspondingAuthor":false,"prefix":"","firstName":"K.","middleName":"Sandra","lastName":"Surendran","suffix":""},{"id":610501990,"identity":"fafce31c-ccc1-4330-919c-f5f2851cea9f","order_by":1,"name":"Saranya T.S","email":"data:image/png;base64,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","orcid":"","institution":"Amity University Bengaluru","correspondingAuthor":true,"prefix":"","firstName":"Saranya","middleName":"","lastName":"T.S","suffix":""},{"id":610501995,"identity":"a5f6fcd2-c848-4f0a-b07f-06e9f74af6b4","order_by":2,"name":"Janani S.M","email":"","orcid":"","institution":"Amity University Bengaluru","correspondingAuthor":false,"prefix":"","firstName":"Janani","middleName":"","lastName":"S.M","suffix":""}],"badges":[],"createdAt":"2026-01-21 10:10:06","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8658121/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8658121/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":105566511,"identity":"2cfe0b74-57b6-480f-91e9-afe62380db4a","added_by":"auto","created_at":"2026-03-27 12:56:35","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":848123,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8658121/v1/2a11d4c0-3a56-4d5d-abe9-d163b64e77e1.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eListening to the Listeners:Students’ Voices on Teacher Behavior and Classroom Experiences\u003c/p\u003e","fulltext":[{"header":"1. INTRODUCTION","content":"\u003cp\u003eTeacher–student relationships play a central role in shaping students’ academic engagement, emotional well-being, and overall classroom experiences. A growing body of educational research has consistently demonstrated that teacher behaviour—such as emotional responsiveness, patience, fairness, and communication style—significantly influences students’ motivation, classroom participation, and perceptions of learning environments (Riley, 2011; Wentzel, 1997). While these relationships have been widely examined, much of the existing literature has primarily relied on teachers’ self-reports or adult interpretations of classroom dynamics, often overlooking students’ own perspectives on how teacher behaviour is experienced and interpreted in everyday school contexts.\u003c/p\u003e\n\u003cp\u003eIn recent years, there has been increasing recognition of the importance of \u003cstrong\u003estudent voice\u003c/strong\u003e in educational research, particularly in understanding classroom climate and pedagogical effectiveness (Smith, 2011). Students are not passive recipients of instruction; rather, they actively interpret, evaluate, and respond to teacher behaviours in ways that influence both their emotional security and learning engagement. Capturing students’ perceptions is therefore essential for developing classroom practices that are responsive to learners’ developmental needs. However, empirical studies that systematically explore how students at different stages of primary education perceive teacher behaviour—especially within diverse school settings—remain limited.\u003c/p\u003e\n\u003cp\u003eDevelopmental differences are particularly relevant when examining students’ experiences of teacher behaviour. Lower Primary (LP) students are at an age where emotional safety, warmth, and reassurance play a foundational role in their engagement with schooling. Teachers often function as significant emotional figures within the classroom, and students’ early school experiences are closely tied to how supported and secure they feel in teacher–student interactions. In contrast, Upper Primary (UP) students gradually develop greater cognitive, emotional, and social awareness, enabling them to reflect more critically on issues such as fairness, patience, respect, and autonomy in teaching practices. These developmental differences are consistent with Piaget’s theory of cognitive development, which emphasizes age-related changes in children’s reasoning, understanding, and interpretation of social experiences (Piaget, 1952).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe present study draws primarily on \u003cstrong\u003eAttachment Theory\u003c/strong\u003e and \u003cstrong\u003eSelf-Determination Theory\u003c/strong\u003e to frame students’ perceptions of teacher behaviour. From an attachment perspective, emotionally responsive teachers may serve as a secure base that supports students’ exploration, confidence, and classroom participation (Bowlby, 1969/1982; Riley, 2011). Self-Determination Theory further emphasizes the role of autonomy, competence, and relatedness in fostering intrinsic motivation and positive learning experiences (Deci \u0026amp; Ryan, 1985, 2000). Together, these frameworks provide a useful lens for understanding how teacher behaviours such as patience, non-judgmental communication, and emotional support influence students’ emotional comfort and engagement with learning tasks across developmental stages.\u003c/p\u003e\n\u003cp\u003eDespite the relevance of these theoretical perspectives, there is a lack of qualitative research that foregrounds students’ lived experiences of teacher behaviour, particularly within primary school settings. Much of the available evidence relies on standardized measures or adult interpretations, which may not fully capture the nuanced ways in which students experience classroom interactions. Qualitative approaches that allow students to articulate their thoughts, feelings, and experiences in their own words are therefore essential for gaining deeper insight into classroom dynamics and for informing teacher education and classroom practice.\u003c/p\u003e\n\u003cp\u003eAccordingly, the present study adopts a qualitative exploratory approach using semi-structured interviews to examine how Lower Primary and Upper Primary students perceive teacher behaviour—specifically, what behaviours they value and what behaviours they find emotionally distressing or discouraging. By comparing perceptions across developmental stages, this study seeks to contribute developmentally differentiated insights into teacher–student interactions and to highlight the importance of emotionally responsive and supportive teaching practices. From a behavioural perspective, teacher behaviours such as scolding, praise, and encouragement function as forms of reinforcement that can shape students’ emotional and learning responses in the classroom (Skinner, 1953). The findings aim to inform educators, school administrators, and teacher educators about how classroom environments can be shaped to better support students’ emotional well-being and learning engagement.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.1 Need And Significance Of The Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eUnderstanding students’ classroom experiences is essential for improving teaching practices and creating supportive learning environments in primary education. Although teacher behaviour has been widely studied, much of the existing research has relied on teachers’ self-reports, observational measures, or standardized assessments, with comparatively less emphasis on how students themselves perceive and experience teacher behaviour in everyday classroom contexts. This gap is particularly evident in primary education, where students’ emotional responses to teachers play a critical role in shaping their engagement with learning.\u003c/p\u003e\n\u003cp\u003eThere is a clear need for research that foregrounds \u003cstrong\u003estudents’ voices\u003c/strong\u003e, especially across different developmental stages. Lower Primary and Upper Primary students differ substantially in their emotional, cognitive, and social capacities, which may influence how they interpret teacher behaviour such as scolding, patience, encouragement, and support. However, limited empirical work has examined these developmental differences from the students’ own perspectives. Without such insights, classroom practices and teacher training programmes risk adopting a one-size-fits-all approach that may not adequately address students’ age-specific needs.\u003c/p\u003e\n\u003cp\u003eThe present study is significant in that it provides \u003cstrong\u003edevelopmentally differentiated insights\u003c/strong\u003e into how students perceive teacher behaviour and its emotional impact. By directly engaging students through qualitative interviews, the study captures nuanced perceptions that may not be easily identified through quantitative instruments. These insights are particularly valuable for informing classroom management strategies, teacher–student communication, and emotionally responsive pedagogical practices in primary school settings.\u003c/p\u003e\n\u003cp\u003eFrom a practical standpoint, the findings of this study have important implications for \u003cstrong\u003eteacher education and professional development\u003c/strong\u003e. Understanding what students perceive as supportive or distressing behaviour can help teachers reflect on their instructional and interpersonal practices, adapt their approaches to different age groups, and foster classroom environments that promote emotional safety, motivation, and engagement. Additionally, the study offers evidence that can support schools in developing policies and training initiatives aimed at enhancing positive teacher–student interactions.\u003c/p\u003e\n\u003cp\u003eOverall, this study addresses an important gap in educational research by systematically exploring students’ perceptions of teacher behaviour across developmental stages. By highlighting the emotional and relational dimensions of classroom experiences from the students’ perspectives, the study contributes to ongoing efforts to create more inclusive, responsive, and psychologically supportive learning environments in primary education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.2 Statement Of The Problem\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDespite extensive research on teacher behaviour and classroom management, limited attention has been given to how primary school students themselves perceive and experience teacher behaviour in everyday classroom interactions. Existing studies have largely emphasized teachers’ perspectives or adult interpretations of classroom dynamics, which may not fully capture students’ emotional and experiential realities. This gap is particularly evident in primary education, where students’ developmental stages influence how they interpret teacher behaviours such as scolding, patience, emotional support, and encouragement.\u003c/p\u003e\n\u003cp\u003eFurthermore, there is a lack of empirical research that compares perceptions of teacher behaviour between Lower Primary and Upper Primary students from the students’ own viewpoints. Understanding these developmental differences is important for designing age-appropriate pedagogical practices and emotionally supportive classroom environments. Without incorporating students’ voices, educational practices may overlook factors that significantly affect students’ emotional well-being, engagement, and learning experiences.\u003c/p\u003e\n\u003cp\u003eThe present study addresses this gap by exploring Lower Primary and Upper Primary students’ perceptions of teacher behaviour, with a focus on identifying behaviours students perceive as supportive as well as those they experience as emotionally distressing. By adopting a qualitative approach, the study seeks to generate insights that can inform classroom practices, teacher education, and school-level efforts to enhance positive teacher–student interactions in primary education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.3 \u0026nbsp;Research Questions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e1)\u0026nbsp; \u0026nbsp;How do Lower Primary and Upper Primary students perceive teacher behaviour in their classroom experiences?\u003cbr\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e2)\u0026nbsp; \u0026nbsp;What teacher behaviours do students identify as emotionally supportive or emotionally distressing during classroom interactions?\u003cbr\u003e\u0026nbsp;3) In what ways do perceptions of teacher behaviour differ between Lower Primary and Upper Primary students?\u003c/p\u003e"},{"header":"2. METHODOLOGY","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Research Design\u003c/h2\u003e \u003cp\u003eThe present study adopted a qualitative exploratory research design to examine primary school students\u0026rsquo; perceptions of teacher behaviour and their classroom experiences. Qualitative exploratory designs are particularly appropriate when research aims to understand participants\u0026rsquo; perspectives in depth rather than to generalize findings statistically (Creswell, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). An exploratory design was selected due to the limited empirical research that foregrounds students\u0026rsquo; voices\u0026mdash;particularly across different developmental stages in primary education. This approach allowed the researchers to capture nuanced perspectives of both Lower Primary and Upper Primary students regarding emotionally supportive and emotionally distressing teacher behaviours within everyday classroom contexts. This emphasis on experience and meaning-making aligns with narrative inquiry principles, which view participants\u0026rsquo; stories as central to understanding lived experience (Clandinin \u0026amp; Connelly, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2000\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Sample\u003c/h2\u003e \u003cp\u003eThe sample for the present study consisted of 25 primary school students, comprising 12 Lower Primary (LP) students and 13 Upper Primary (UP) students. The participants were drawn from public and government-aided schools. Both boys and girls were included in the study to capture a range of student experiences.\u003c/p\u003e \u003cp\u003eLower Primary students were enrolled in early primary grades, while Upper Primary students were enrolled in later primary grades. This grouping was used to reflect developmental differences in students\u0026rsquo; emotional, cognitive, and classroom experiences. The sample size was considered appropriate for an exploratory qualitative study aimed at gaining in-depth insights rather than achieving statistical generalisation.\u003c/p\u003e \u003cp\u003e Participants were selected based on their willingness to share their classroom experiences and their ability to communicate their perceptions of teacher behaviour in an interview setting. For younger students, additional care was taken to ensure that interview questions were age-appropriate and that students felt comfortable expressing their views.\u003c/p\u003e \u003cp\u003eThe study does not seek to generalise findings to all primary school students. Instead, the sample was intended to provide rich, context-specific insights into how students at different developmental stages perceive teacher behaviour and its emotional impact within classroom settings.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eshows the sample break down of the participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLower Primary (LP)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUpper Primary (UP)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNumber of students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBoys (5)\u003c/p\u003e \u003cp\u003eGirls (7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBoys (4)\u003c/p\u003e \u003cp\u003eGirls (9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBoys(9)\u003c/p\u003e \u003cp\u003eGirls(16)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchool type\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePublic (7)\u003c/p\u003e \u003cp\u003eGovernment-aided (5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePublic (6)\u003c/p\u003e \u003cp\u003eGovernment-aided (7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePublic (13)\u003c/p\u003e \u003cp\u003eGovernment-aided (12)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the demographic characteristics and school-type distribution of the Lower Primary and Upper Primary student participants.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Sampling Technique\u003c/h2\u003e \u003cp\u003eThe study used purposive sampling to select participants who could provide meaningful information about their experiences with teachers.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Materials\u003c/h2\u003e \u003cp\u003eA Semi-Structured Interview Schedule was used for data collection. The interview schedule consisted of open-ended questions that encouraged students to freely narrate their experiences regarding teacher behaviour, including what teachers should not do and how a teacher should be according to them.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Procedure\u003c/h2\u003e \u003cp\u003ePrior to data collection, permission to conduct the study was obtained from the respective school authorities. Parents or legal guardians of all participating students were informed about the purpose and nature of the study, and written informed consent was obtained. In addition, assent was obtained from the students, and participation was entirely voluntary.\u003c/p\u003e \u003cp\u003eData were collected through individual semi-structured interviews conducted in a quiet and familiar setting within the school premises to ensure that students felt comfortable and safe while sharing their experiences. Special care was taken to ensure that the interview environment was non-threatening and appropriate to the developmental level of the participants, particularly for Lower Primary students.\u003c/p\u003e \u003cp\u003eThe interview questions were open-ended and age-appropriate, focusing on students\u0026rsquo; classroom experiences and their perceptions of teacher behaviour. For younger students, questions were simplified and probes were used gently to support expression without leading responses. Each interview lasted approximately 15\u0026ndash;25 minutes, depending on the age and comfort of the participant.\u003c/p\u003e \u003cp\u003eWith parental consent, interviews were audio-recorded to ensure accurate documentation of responses. Participants were informed that they could choose not to answer any question and could withdraw from the interview at any point without any negative consequences. All interviews were later transcribed verbatim for analysis. Where necessary, transcripts were translated into English for analysis, ensuring that the original meaning of students\u0026rsquo; responses was preserved as accurately as possible.\u003c/p\u003e \u003cp\u003e Throughout the data collection process, the researchers maintained sensitivity to participants\u0026rsquo; emotional comfort and well-being. No evaluative feedback was provided to students during the interviews, and confidentiality was assured by removing identifying information from transcripts and using pseudonyms in reporting the findings.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e2.5 Ethical Considerations\u003c/h2\u003e \u003cp\u003e Ethical principles were strictly adhered to throughout the conduct of the study, particularly given the involvement of child participants. The study protocol was reviewed and approved by the Head of the Institute, Amity Institute of Behavioural Health and Allied Sciences, Amity University Bengaluru, prior to data collection. Permission to conduct the study was also obtained from the respective school authorities.\u003c/p\u003e \u003cp\u003eWritten informed consent was obtained from parents or legal guardians of all participating students, and assent was obtained from the students themselves. Participation was entirely voluntary, and students were informed that they could decline to answer any question or withdraw from the study at any point without any negative consequences.\u003c/p\u003e \u003cp\u003eThe confidentiality and privacy of participants were ensured throughout the research process. Identifying information was removed from all transcripts, and \u003cb\u003epseudonyms\u003c/b\u003e were used in the reporting of findings. Audio recordings and transcripts were stored securely and were accessible only to the research team. All data were used exclusively for academic and research purposes.\u003c/p\u003e \u003cp\u003eSpecial care was taken to ensure that the interview process was developmentally appropriate and emotionally safe for the participants. Interview questions were framed in a non-threatening and age-appropriate manner, and the researchers remained attentive to signs of discomfort or distress during the interviews. If a participant appeared uncomfortable, the interview was paused or discontinued in accordance with ethical best practices for research involving children.\u003c/p\u003e \u003cp\u003e The study was conducted in line with established ethical guidelines for qualitative research with human participants, emphasizing respect for persons, beneficence, and non-maleficence. The findings are presented in a manner that avoids harm, misrepresentation, or stigmatization of participants, teachers, or institutions.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. RESULTS","content":"\u003cp\u003eThis chapter presents the findings of the study exploring the perceptions of Lower Primary (LP) and Upper Primary (UP) students regarding \u003cem\u003e\u0026ldquo;what a teacher should be\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;what a teacher should not do.\u0026rdquo;\u003c/em\u003e Data were collected using semi-structured interviews and analyzed through thematic analysis. Results are presented separately for LP and UP students.\u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Narratives of LP Students\u003c/h2\u003e \u003cp\u003eThe Lower Primary (LP) group consisted of 12 participants. Their responses largely reflected a strong need for emotional security, warmth, and enjoyment in the classroom. Three major themes emerged from the narratives.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTheme 1: Kindness and Love\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe students of LP often highlighted that their teachers should be kind, gentle, and loving. They were happy, safe, and feeling emotionally secure as long as their teachers spoke to them with kindness and did not punish them harshly. The students felt more confident as their teachers were caring. The students were happy as long as their teachers were caring. They further claimed that the caring teacher made their school life pleasant so that students felt encouraged to come to school and participate actively there.\u003c/p\u003e \u003cp\u003e \u003cem\u003eOne student explained liking certain teachers \u0026ldquo;because they do not scold us\u0026rdquo; and stated that teachers \u0026ldquo;should behave nicely to us with love\u0026rdquo; (Student 1, Grade 1), while another shared feeling scared when teachers scolded and wished that teachers \u0026ldquo;should not shout and they should love us\u0026rdquo; (Student 8, Grade 1). Kindness was also associated with friendliness and gentle communication, with a student describing a preference for teachers \u0026ldquo;who talk softly and are friendly,\u0026rdquo; noting that scolding reduced emotional connection even if studying continued (Student 2, Grade 4). The absence of kindness, particularly in the form of scolding and beating, was linked to negative emotional responses such as sadness, fear, and boredom; students expressed that they would not like the class or the teacher if such behaviour occurred (Students 3, 5, 9, and 10). One participant highlighted liking a teacher because \u0026ldquo;the teacher doesn\u0026rsquo;t scold us much and loves us very much,\u0026rdquo; and others clearly stated that teachers should stop beating because it is painful (Students 3 and 10).\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eTheme 2: Emotional Effect of Scolding\u003c/b\u003e \u003c/p\u003e \u003cp\u003eStudents in LP believed that being scolded by lecturers did not decrease their interest in the subject, but it brought them feelings of sadness, fear, and hurt towards the lecturer emotionally. These students believed that scolding impacted more on their emotional connection with the lecturer, not their interest in acquiring knowledge. Students believed that if the lecturers were harsh or appeared angry, they ended up feeling sad and uncomfortable in class. The students acknowledged that teacher behavior has an impact on students\u0026rsquo; emotional well-being in class.\u003c/p\u003e \u003cp\u003e \u003cem\u003eSeveral students expressed a clear preference for teachers who did not scold, with one stating that they liked certain teachers \u0026ldquo;because they do not scold us\u0026rdquo; and wished that teachers \u0026ldquo;should not scold us\u0026rdquo; (Student 1, Grade 1). Another student noted, \u0026ldquo;I will study, but I will not like the teacher\u0026rdquo; when scolded, indicating a separation between academic engagement and emotional attachment (Student 2, Grade 4). Feelings of sadness and discomfort were frequently reported, with students describing that they would feel \u0026ldquo;sad,\u0026rdquo; \u0026ldquo;uncomfortable,\u0026rdquo; or \u0026ldquo;a bit sad to sit in that class\u0026rdquo; if scolded (Students 6, 7, 10, and 11). Fear was also evident, as one Grade 1 student shared, \u0026ldquo;I feel scared when they scold me,\u0026rdquo; and expressed a dislike for subjects taught by scolding teachers (Student 8, Grade 1). Some students described emotional withdrawal from the class, stating that they would not like the class, would hate the teacher \u0026ldquo;a bit,\u0026rdquo; or would not listen properly when scolded (Students 4, 9, and 12).\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eTheme 3: Desire for Play and Enjoyment\u003c/b\u003e \u003c/p\u003e \u003cp\u003eStudents showed a clear preference for their teachers, allowing play time and engaging in fun activities in the classroom. Teachers who incorporated play into their teaching practices were seen as welcoming, accessible, and caring. In turn, this led students to feel relaxed and happy while attending school. Playful interactions led to a decreased feeling of fear, anxiety, and apprehension. As a result, students felt comfortable participating in class activities and responding to their teacher. Play became a stimulating element for these students not only for pleasure but also to increase their learning interests.\u003c/p\u003e \u003cp\u003e \u003cem\u003eSeveral students stated that they liked going to school primarily \u0026ldquo;to play,\u0026rdquo; with one explaining that their favourite moments were when teachers allowed them to attend Physical Education classes and play freely (Students 3, 6, and 7). Teachers who incorporated play were often described positively, with students noting that they liked teachers who \u0026ldquo;allow us to play,\u0026rdquo; \u0026ldquo;allow me to play games,\u0026rdquo; or \u0026ldquo;allow us to play and talk in a friendly way\u0026rdquo; (Students 2, 9, 11, and 12). Playful opportunities were also associated with emotional comfort, as students expressed feeling happier and less hesitant in classrooms where teachers were friendly and playful. One student reported liking a teacher because the teacher \u0026ldquo;lets me go to Physical Education class and play,\u0026rdquo; while another appreciated teachers who explained lessons again and allowed time for play, making learning more enjoyable (Students 2 and 4). In contrast, the absence of play, especially when combined with scolding, led to negative emotional responses such as boredom, sadness, discomfort, and reduced attention in class, with students stating that they would feel uncomfortable, bored, or would not listen properly if teachers scolded or restricted play (Students 3, 6, 7, 11, and 12).\u003c/em\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Narratives of UP Students\u003c/h2\u003e \u003cp\u003eThe Upper Primary (UP) group consisted of 13 participants. Their expectations reflected not only emotional needs but also cognitive and motivational aspects of learning. Three key themes emerged.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTheme 1: Patience in Teaching\u003c/b\u003e \u003c/p\u003e \u003cp\u003eUP students highly appreciated teachers who showed patience during the explanation of concepts and were open to resolving recurring questions. The students felt more confident, motivated, and at ease while learning if teachers maintained calmness in the class, especially when students took time to understand concepts. The students appreciated patient teachers who made them feel less pressured and free from fear of making mistakes while learning; thus, the students felt free to ask questions without fear of ridicule or negative responses from teachers.\u003c/p\u003e \u003cp\u003e \u003cem\u003eOne student stated that teachers \u0026ldquo;teach very quickly, and they don\u0026rsquo;t care whether we understand it or not\u0026rdquo; and added that teachers \u0026ldquo;shouldn\u0026rsquo;t hesitate even if we ask the same doubts multiple times\u0026rdquo; (Student 1). Another student shared that \u0026ldquo;teachers talk fast and expect us to catch everything instantly\u0026rdquo; and that \u0026ldquo;if we ask them to repeat, they get irritated\u0026rdquo; (Student 2). Students also described that \u0026ldquo;teaching is mostly fast-paced, and they expect us to understand everything in one go\u0026rdquo; and that \u0026ldquo;when we ask them to repeat something, they get annoyed\u0026rdquo; (Student 3).\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eSeveral students referred to the pressure of completing the syllabus, stating that \u0026ldquo;teachers are always in a hurry,\u0026rdquo; \u0026ldquo;they keep saying we must finish portions quickly,\u0026rdquo; and \u0026ldquo;teachers keep saying \u0026lsquo;exam is near,\u0026rsquo; so they rush\u0026rdquo; (Students 4, 6, and 9).\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eTheme 2: Non-Judgmental Attitude\u003c/b\u003e \u003c/p\u003e \u003cp\u003eStudents recognized that their teachers should adopt a non-judgmental attitude with them, refraining from blaming, criticizing, or labeling them when they make mistakes. Teaching in a non-judgmental manner gave students a feeling of acceptance, respect, and understanding in class. Through a non-judgmental teaching style, students were encouraged to freely air their views, ask inquiries, and confess their troubles without being embarrassed or punished. This theme highlights the value given to a non-condemning teaching style in instilling feelings of security, freedom in communication, and cordial teacher-student relationships.\u003c/p\u003e \u003cp\u003e \u003cem\u003eOne student explained that their teacher \u0026ldquo;is very sweet and never judges us, we can share whatever we want\u0026rdquo; and added that the teacher \u0026ldquo;always listens to me without judgment\u0026rdquo; (Student 1). Another student stated that teachers \u0026ldquo;don\u0026rsquo;t judge us and let us be ourselves\u0026rdquo; and noted that they \u0026ldquo;get annoyed and say we weren\u0026rsquo;t paying attention\u0026rdquo; when doubts were repeated (Student 3).\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eStudents also described experiences of being scolded or compared, saying that teachers \u0026ldquo;say, \u0026lsquo;Why didn\u0026rsquo;t you listen earlier?\u0026rsquo;\u0026rdquo; or \u0026ldquo;were you sleeping in class?\u0026rdquo; (Students 6 and 11). Some students noted that teachers gave more attention to certain students, stating that \u0026ldquo;I feel teachers give more attention to \u0026lsquo;bright\u0026rsquo; students\u0026rdquo; and that \u0026ldquo;they only help the \u0026lsquo;bright\u0026rsquo; students\u0026rdquo; (Students 7, 8, and 12). One student reflected on positive experiences, noting that a teacher \u0026ldquo;didn\u0026rsquo;t scold me, just smiled and helped\u0026rdquo; (Student 11), while another described a teacher who \u0026ldquo;always listens and never makes us feel small\u0026rdquo; (Student 2).\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eTheme 3: Supportive Learning Environment\u003c/b\u003e \u003c/p\u003e \u003cp\u003eStudents at UP highlighted a supportive learning environment as one where teachers encourage questions, listen attentively, and provide constructive guidance. Such a classroom setting lets students feel valued and understood, enhancing their confidence and willingness to participate in the learning process of students. The supportive atmosphere will instill curiosity and intrinsic motivation to learn in students because they will not feel reluctant or criticized for discussing ideas and asking for clarification. This theme leads to the role of teacher support in promoting positive academic engagement and emotional well-being among students.\u003c/p\u003e \u003cp\u003e \u003cem\u003eOne student shared that their teacher \u0026ldquo;is the only person I feel comfortable talking to\u0026rdquo; and \u0026ldquo;will always approach us with a pleasant face\u0026rdquo; (Student 1). Another student described that their teacher \u0026ldquo;always listens and never makes us feel small\u0026rdquo; and \u0026ldquo;waited after school to talk to me\u0026rdquo; (Student 2).\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eStudents also described teachers who \u0026ldquo;always check in with us and even help with personal problems\u0026rdquo; and \u0026ldquo;gave me extra worksheets and explained everything calmly\u0026rdquo; (Student 3). Others recalled teachers who \u0026ldquo;are always smiling and talk to us like a friend\u0026rdquo; and \u0026ldquo;gave me a pep talk that made me feel better\u0026rdquo; (Student 4). Additional examples included teachers who \u0026ldquo;stayed back after class to help me with grammar\u0026rdquo; (Student 5), \u0026ldquo;tells us not to worry too much and motivates us\u0026rdquo; (Student 6), and \u0026ldquo;explained a lesson slowly when I didn\u0026rsquo;t understand\u0026rdquo; (Students 7 and 8).\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eStudents highlighted that supportive behaviour influenced their motivation and confidence, stating that \u0026ldquo;if they treat everyone equally, I feel motivated\u0026rdquo; (Students 7, 8, and 10), \u0026ldquo;if they mentor us, I feel safe\u0026rdquo; (Student 9), \u0026ldquo;didn\u0026rsquo;t scold me, just smiled and helped\u0026rdquo; (Student 11), \u0026ldquo;encourages us to try our best\u0026rdquo; (Student 12), and \u0026ldquo;listens to us and even tells us not to worry if we make mistakes\u0026rdquo; (Student 13).\u003c/em\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e provides a summary comparison of key themes identified across Lower Primary and Upper Primary students\u0026rsquo; perceptions of teacher behaviour.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSummary of key findings\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAspect\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLP Students\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUP Students\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmotional focus\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKindness, love, happiness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRespect, understanding, patience\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReaction to scolding\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSad at teacher, not subject\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExpect patience, dislike judgment\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLearning preference\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePlayful, interactive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSupportive guidance, repeated explanations\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThese two groups value kindness, patience, and empathy, but while LP students focus more on emotional warmth and play, UP students focus more on respect, understanding, and learning support.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. DISCUSSION","content":"\u003cp\u003eThe present study examined Lower Primary (LP) and Upper Primary (UP) students\u0026rsquo; perceptions of teacher behaviour, highlighting how teacher\u0026ndash;student interactions are experienced differently across developmental stages. The findings reinforce existing educational research that positions teacher behaviour as a critical determinant of students\u0026rsquo; emotional well-being, engagement, and classroom participation (Wentzel, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e1997\u003c/span\u003e; Riley, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). By foregrounding students\u0026rsquo; voices, this study adds nuanced, developmentally informed insights into how teacher behaviour is interpreted and emotionally processed by primary school students.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTeacher Behaviour and Emotional Security in Lower Primary Students\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe findings related to LP students underscore the importance of emotional warmth, kindness, and playfulness in early classroom experiences. LP students consistently associated positive teacher behaviour with feelings of safety, happiness, and willingness to participate in classroom activities. From an \u003cb\u003eattachment theory perspective\u003c/b\u003e, these findings suggest that teachers may function as secondary attachment figures who provide emotional security and a safe base for exploration within the school environment (Bowlby, 1969/1982; Riley, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). When teachers were perceived as kind and emotionally available, students reported greater comfort and positive emotional engagement with school.\u003c/p\u003e \u003cp\u003eConversely, experiences of scolding and harsh communication were described as emotionally distressing by LP students, often leading to fear, sadness, or emotional withdrawal from the teacher. While students indicated that scolding did not always reduce their willingness to study, it negatively affected their emotional connection with the teacher. This distinction highlights that emotional safety and academic compliance are not equivalent and that emotionally punitive practices may undermine the quality of teacher\u0026ndash;student relationships even when academic participation continues. These findings align with previous research indicating that emotionally negative teacher behaviours can impair students\u0026rsquo; sense of belonging and emotional well-being (Hargreaves, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2000\u003c/span\u003e; Thompson, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe emphasis on play and enjoyment further reflects the developmental needs of younger children. Playful and interactive teaching practices were perceived as reducing fear and increasing comfort, thereby facilitating engagement. Classroom management practices and instructional strategies can therefore be understood as technologies of teaching that influence student behaviour and engagement through structured reinforcement and feedback (Skinner, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1968\u003c/span\u003e). Such findings support educational research suggesting that emotionally supportive and engaging classroom environments are particularly critical in early primary education, where emotional regulation and learning are closely interconnected.\u003c/p\u003e \u003cp\u003e \u003cb\u003eDevelopmental Shifts in Upper Primary Students\u0026rsquo; Perceptions\u003c/b\u003e \u003c/p\u003e \u003cp\u003eIn contrast to LP students, UP students articulated more cognitively and socially nuanced expectations of teacher behaviour. Patience in teaching, non-judgmental attitudes, and supportive communication emerged as central themes. These findings reflect developmental changes in students\u0026rsquo; cognitive and social awareness, enabling them to evaluate teacher behaviour in terms of fairness, respect, and instructional support. As students progress through primary education, they become increasingly sensitive to how teachers respond to questions, mistakes, and individual learning needs.\u003c/p\u003e \u003cp\u003eThe preference for patient explanations and repeated clarification aligns closely with \u003cb\u003eSelf-Determination Theory\u003c/b\u003e, which emphasizes the importance of supporting students\u0026rsquo; needs for competence, autonomy, and relatedness in fostering intrinsic motivation (Deci \u0026amp; Ryan, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e1985\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Teachers who responded calmly to repeated questions and encouraged inquiry were perceived as facilitating learning and reducing anxiety. In contrast, judgmental responses or expressions of irritation were experienced as discouraging and emotionally distressing, potentially inhibiting students\u0026rsquo; willingness to seek help.\u003c/p\u003e \u003cp\u003eUP students\u0026rsquo; emphasis on non-judgmental behaviour also highlights the role of emotional respect in sustaining motivation and engagement. Being compared to peers or labeled as inattentive or incapable was perceived as undermining confidence and participation. These findings are consistent with earlier research demonstrating that perceived pedagogical caring and emotional support are associated with higher motivation and positive academic outcomes in older children (Wentzel, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e1997\u003c/span\u003e).\u003c/p\u003e"},{"header":"5. CONCLUSION","content":"\u003cp\u003eThe present study explored Lower Primary and Upper Primary students\u0026rsquo; perceptions of teacher behaviour, highlighting the central role of teacher\u0026ndash;student interactions in shaping students\u0026rsquo; emotional experiences and classroom engagement. By foregrounding students\u0026rsquo; voices through a qualitative approach, the study provides insight into how teacher behaviour is interpreted and emotionally experienced at different stages of primary education.\u003c/p\u003e \u003cp\u003eThe findings indicate that emotionally supportive teacher behaviour is valued across developmental stages, although the nature of this support differs by age. Lower Primary students emphasized kindness, warmth, and playful interactions, reflecting their need for emotional security and comfort in early schooling. In contrast, Upper Primary students highlighted patience, non-judgmental communication, and instructional support, underscoring the importance of respect and emotional safety in sustaining engagement and confidence as students mature cognitively and socially.\u003c/p\u003e \u003cp\u003eThese results suggest that emotionally responsive teaching practices should be developmentally sensitive rather than uniform across age groups. While maintaining warmth and care remains important throughout primary education, older students increasingly value teachers who support autonomy, encourage questioning, and respond constructively to mistakes. Such practices can foster emotionally safe learning environments that support both well-being and academic engagement.\u003c/p\u003e \u003cp\u003eAlthough the study was exploratory and based on a relatively small sample, it offers meaningful insights into students\u0026rsquo; lived experiences of teacher behaviour in classroom contexts. By highlighting age-related differences in perceptions, the study contributes to educational research that emphasizes the importance of student voice in informing classroom practice and teacher preparation. Future research with larger and more diverse samples may further extend these findings and strengthen their applicability across educational settings.\u003c/p\u003e"},{"header":"6. IMPLICATIONS","content":"\u003cp\u003eThe findings of the present study have important implications for classroom practice, teacher education, and school-level efforts aimed at fostering supportive learning environments in primary education. By highlighting students\u0026rsquo; perceptions of teacher behaviour across developmental stages, the study underscores the need for teaching practices that are not only instructionally effective but also emotionally responsive.\u003c/p\u003e \u003cp\u003e \u003cb\u003eImplications for Classroom Practice\u003c/b\u003e \u003c/p\u003e \u003cp\u003eTeachers may benefit from adopting developmentally sensitive approaches to classroom interaction. For Lower Primary students, practices that emphasize warmth, kindness, and playful engagement appear particularly important for promoting emotional security and comfort in the classroom. Creating a positive emotional climate through gentle communication and age-appropriate interaction may help young learners feel safe and willing to participate in learning activities.\u003c/p\u003e \u003cp\u003eFor Upper Primary students, the findings suggest that patience, non-judgmental communication, and instructional support play a critical role in sustaining motivation and engagement. Teachers who encourage questioning, respond calmly to repeated doubts, and avoid public criticism may help reduce anxiety and support students\u0026rsquo; confidence as academic demands increase. Such practices can contribute to classroom environments where students feel respected and supported in their learning processes.\u003c/p\u003e \u003cp\u003e \u003cb\u003eImplications for Teacher Education and Professional Development\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe study highlights the importance of integrating emotional and relational competencies into teacher education and professional development programmes. Training initiatives may benefit from emphasizing reflective practices that help teachers become more aware of how their communication styles and behavioural responses are perceived by students at different ages. Incorporating student perspectives into teacher training can support the development of emotionally responsive and inclusive pedagogical practices.\u003c/p\u003e \u003cp\u003eProfessional development programmes may also focus on strategies for managing classroom demands\u0026mdash;such as time pressure and curriculum coverage\u0026mdash;without compromising emotional support. Developing skills related to patience, constructive feedback, and respectful communication may be particularly valuable in primary school contexts.\u003c/p\u003e \u003cp\u003e \u003cb\u003eImplications for School Policy and Support Systems\u003c/b\u003e \u003c/p\u003e \u003cp\u003eAt the school level, the findings suggest the value of promoting policies and practices that prioritize emotionally supportive learning environments. Schools may consider encouraging regular reflection on teacher\u0026ndash;student interactions, providing opportunities for teachers to share effective practices, and fostering a school culture that values emotional well-being alongside academic achievement. Incorporating mechanisms for student feedback, in age-appropriate forms, may further support the development of responsive classroom practices.\u003c/p\u003e \u003cp\u003eOverall, the implications of this study point to the importance of recognizing students\u0026rsquo; emotional experiences as an integral component of effective teaching. By attending to how teacher behaviour is perceived by students at different developmental stages, educators and institutions can work towards creating learning environments that support both emotional well-being and meaningful engagement with learning.\u003c/p\u003e"},{"header":"7. LIMITATIONS","content":"\u003cp\u003eWhile the present study offers valuable insights into students\u0026rsquo; perceptions of teacher behaviour, certain limitations should be acknowledged. First, the study employed a small sample size drawn from a limited number of public and government-aided schools. As the research was qualitative and exploratory in nature, the findings are context-specific and are not intended to be statistically generalised to all primary school settings.\u003c/p\u003e \u003cp\u003eSecond, the study relied on self-reported accounts obtained through interviews with students. Although this approach was appropriate for capturing students\u0026rsquo; subjective experiences, responses may have been influenced by memory, emotional state, or social desirability. This limitation is particularly relevant for younger students, whose expressive and reflective abilities are still developing.\u003c/p\u003e \u003cp\u003eThird, the use of semi-structured interviews with children presents inherent challenges related to language comprehension and interpretation. Despite efforts to use age-appropriate questions and create a comfortable interview environment, some nuances of students\u0026rsquo; experiences may not have been fully articulated or captured.\u003c/p\u003e \u003cp\u003eFinally, the study focused exclusively on students\u0026rsquo; perspectives and did not incorporate teachers\u0026rsquo; viewpoints or classroom observations. While this focus was intentional in order to foreground student voice, the absence of multiple data sources limits the ability to triangulate findings and may have constrained the depth of contextual interpretation.\u003c/p\u003e \u003cp\u003eRecognizing these limitations provides important context for interpreting the findings and highlights opportunities for future research to build upon the present study.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch3\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThe study was reviewed and approved by the Head of the Institute, Amity Institute of Behavioural Health and Allied Sciences, Amity University Bengaluru, prior to the commencement of data collection. Permission to conduct the study was also obtained from the respective school authorities. The research was conducted in accordance with established ethical guidelines for research involving human participants, with particular attention to the protection and well-being of child participants.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eConsent to participate\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eWritten informed consent was obtained from the parents or legal guardians of all participating students prior to data collection. In addition, verbal assent was obtained from the students themselves. Participation was entirely voluntary, and students were informed that they could decline to answer any question or withdraw from the study at any point without any negative consequences.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eConsent to publish\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eNot applicable. The study does not include any identifiable images or personal data of participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Declaration\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere is no funding received for this research.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAuthors declare no competing interest in this research.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data generated and analyzed during the current study are not publicly available due to ethical restrictions related to the involvement of child participants and the sensitive, qualitative nature of the interview data. Anonymized excerpts supporting the findings are included within the manuscript. Additional data may be made available from the corresponding author upon reasonable request, subject to institutional ethical approval and participant confidentiality considerations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eS.T.S and K.S.S collected data and supervised the study. J.S.M and S.T.S analyzed the data and wrote the draft article. K.S.S reviewed and wrote the final manuscript and S.T.S validated it.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eBowlby, J. (1982).\u0026nbsp;\u003cem\u003eAttachment and loss: Vol. 1. Attachment\u003c/em\u003e (2nd ed.). Basic Books.\u003cbr\u003e(Original work published 1969)\u003c/li\u003e\n \u003cli\u003eClandinin, D. J., \u0026amp; Connelly, F. M. (2000). \u003cem\u003eNarrative inquiry: Experience and story in qualitative research\u003c/em\u003e. Jossey-Bass.\u003c/li\u003e\n \u003cli\u003eCreswell, J. W. (2013). \u003cem\u003eQualitative inquiry and research design: Choosing among five approaches\u003c/em\u003e (3rd ed.). Sage Publications.\u003c/li\u003e\n \u003cli\u003eDeci, E. L., \u0026amp; Ryan, R. M. (1985). \u003cem\u003eIntrinsic motivation and self-determination in human behavior\u003c/em\u003e. Plenum Press.\u003c/li\u003e\n \u003cli\u003eDeci, E. L., \u0026amp; Ryan, R. M. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions.\u0026nbsp;\u003cem\u003eContemporary Educational Psychology, 25\u003c/em\u003e(1), 54\u0026ndash;67.\u003cbr\u003ehttps://doi.org/10.1006/ceps.1999.1020\u003c/li\u003e\n \u003cli\u003eHargreaves, A. (2000). Mixed emotions: Teachers\u0026rsquo; perceptions of their interactions with students.\u0026nbsp;\u003cem\u003eTeaching and Teacher Education, 16\u003c/em\u003e(8), 811\u0026ndash;826.\u003cbr\u003ehttps://doi.org/10.1016/S0742-051X(00)00028-7\u003c/li\u003e\n \u003cli\u003ePiaget, J. (1952). \u003cem\u003eThe origins of intelligence in children\u003c/em\u003e (M. Cook, Trans.). International Universities Press. (Original work published 1936)\u003c/li\u003e\n \u003cli\u003eRiley, P. (2011). \u003cem\u003eAttachment theory and the teacher\u0026ndash;student relationship: A practical guide for teachers, teacher educators and school leaders\u003c/em\u003e. Routledge.\u003c/li\u003e\n \u003cli\u003eSkinner, B. F. (1953). \u003cem\u003eScience and human behavior\u003c/em\u003e. Macmillan.\u003c/li\u003e\n \u003cli\u003eSkinner, B. F. (1968). \u003cem\u003eThe technology of teaching\u003c/em\u003e. Appleton-Century-Crofts.\u003c/li\u003e\n \u003cli\u003eSmith, A. B. (2011). Respecting children\u0026rsquo;s rights and agency: Theoretical insights into children\u0026rsquo;s participation. \u003cem\u003eChildhood, 18\u003c/em\u003e(1), 11\u0026ndash;26.\u003c/li\u003e\n \u003cli\u003eThompson, R. A. (2008). Early attachment and later development: Familiar questions, new answers. In J. Cassidy \u0026amp; P. R. Shaver (Eds.), \u003cem\u003eHandbook of attachment\u003c/em\u003e (2nd ed., pp. 348\u0026ndash;365). Guilford Press.\u003c/li\u003e\n \u003cli\u003eWentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. \u003cem\u003eJournal of Educational Psychology, 89\u003c/em\u003e(3), 411\u0026ndash;419. https://doi.org/10.1037/0022-0663.89.3.411\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"teacher–student relationship, student voice, narrative research, attachment theory, teacher behaviour","lastPublishedDoi":"10.21203/rs.3.rs-8658121/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8658121/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eTeacher-Student relationships are very important in defining the emotional and learning outcomes for students. But most of the studies done on this topic have remained focused on the teacher\u0026rsquo;s point of view predominantly. The study was done on Lower Primary and Upper Primary students in order to discover the perception of teacher behavior from their point of view, and the conduct that the teacher must avoid and must practice as perceived by the students. The study was done on 25 students consisting of 12 Lower Primary and 13 Upper Primary, from public and government-aided schools, through semi-structured interviews based on thematic analysis. The findings revealed that LP students emphasized emotional warmth, kindness, and opportunities for play, while expressing emotional distress in response to scolding. In contrast, UP students highlighted the importance of patience, non-judgmental attitudes, and supportive learning environments that fostered questioning and understanding. These findings are discussed using Attachment Theory, Behavioural Theory, Piaget's Cognitive Development Theory, and Self-Determination Theory to highlight the significance of emotionally secure, respectful, and autonomy-supportive teacher behaviour. This study therefore, emphasizes the benefits of capturing student voice to underpin developmentally sensitive and student-centered pedagogical practices.\u003c/p\u003e","manuscriptTitle":"Listening to the Listeners:Students’ Voices on Teacher Behavior and Classroom Experiences","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-25 11:16:25","doi":"10.21203/rs.3.rs-8658121/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"85a7a78b-d17f-4272-8ff9-97619df7e6a2","owner":[],"postedDate":"March 25th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-03-25T11:16:25+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-25 11:16:25","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8658121","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8658121","identity":"rs-8658121","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}