The Effects of Teachers’ Behaviour on Student Academic Performance and Personality in Selected Local Government Areas in Benue State, Nigeria

Abah, Owoicho; Uloko, Eje, Ngbede; Otache, Alex Agida

doi:10.31149/ijie.v9i4.5852

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Abah, Owoicho
abahowoicho20120@gmail.com
Department of Social Studies, School of Arts and Social Sciences, Federal College of Education, Odugbo, P.M.B. 102 Benue State, Nigeria
Uloko, Eje, Ngbede Department of Social Studies, School of Arts and Social Sciences, Federal College of Education, Odugbo, P.M.B. 102 Benue State, Nigeria
Otache, Alex Agida Department of Social Studies, School of Arts and Social Sciences, Federal College of Education, Odugbo, P.M.B. 102 Benue State, Nigeria

Vol. 9 No. 4 (2026): International Journal on Integrated Education (IJIE)

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October 27, 2026

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The interplay between teacher behaviour, students' academic performance, and personality development is complex and multifaceted. It is on this premise that the paper examined the effects of teachers' behaviour on students' academic performance and personality in the Apa and Agatu Local Government Areas in Benue State. This paper was guided by two objectives. Descriptive survey research design was adopted in this paper. A multistage sampling technique was employed. In the first stage, two LGAs (Apa and Agatu) were purposively selected. In the second stage, a proportionate stratified random sampling technique was used to select a representative sample of secondary schools from each LGA. Finally, simple random sampling was used to select 389 respondents, comprising teachers and students from the chosen schools. The questionnaire utilised a four-point Likert-type scale to measure the respondents’ perceptions and attitudes. Standard deviation and mean were used to answer research questions and determine the effects of teacher behaviour. The paper reveals, among other things, that positive words for mistakes have a positive impact on students. The paper therefore recommends that schools should foster a culture that values and promotes positive teacher–student relationships. Teachers should be encouraged and trained to build supportive, empathetic, and respectful connections with their students, creating a safe and inclusive learning environment.

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Owoicho, A. et al. 2026. The Effects of Teachers’ Behaviour on Student Academic Performance and Personality in Selected Local Government Areas in Benue State, Nigeria. International Journal on Integrated Education. 9, 4 (Oct. 2026), 91–100. DOI:https://doi.org/10.31149/ijie.v9i4.5852.

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