The Role of Teacher Immediacy and Teacher-Student Rapport in Shaping Academic Motivation: Evidence from Prospective Teachers in Pakistan

Authors

  • Dr. Tariq Hussain Assistant Professor, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan
  • Tooba Batool M. Phil, Scholar, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan
  • Dr. Anjum Naz Programme Leader /Head of Teaching and Learning, Caspian School Academics & Arden University, United Kingdom

DOI:

https://doi.org/10.47205/jdss.2024(5-IV)26

Keywords:

Academic Motivation, Prospective Teachers, Self-Determination Theory, Social Cognitive Theory, Teacher Immediacy, Teacher-Student Rapport

Abstract

This study aimed to examine the relationship between teacher immediacy (TI), teacher-student rapport (TSR), and academic motivation (AM) among prospective teachers in Lahore, Pakistan, while exploring gender differences. Teacher immediacy and rapport significantly impact academic motivation, aligning with social cognitive and self-determination theories. Understanding these relationships can enhance teacher education programs. A quantitative correlation research design was employed. Using multistage sampling, 455 participants from five universities were selected. Data were collected via three validated instruments: the Immediacy Behavior Scale (IBS), Teacher-Student Rapport Scale (TSRS), and Academic Motivation Scale (AMS), with reliability coefficients of 0.85, 0.75, and 0.75, respectively. Significant positive correlations were observed among TI, TSR, and AM. Male prospective teachers reported higher perceived TI and TSR, highlighting gender differences in these variables. To address gender disparities and enhance AM, teacher training programs should incorporate rapport-building and immediacy strategies, alongside gender-sensitive approaches, to foster positive teacher-student interactions.

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Published

2024-11-22

Details

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    PDF Downloads: 20

How to Cite

Hussain, T., Batool, T., & Naz, A. (2024). The Role of Teacher Immediacy and Teacher-Student Rapport in Shaping Academic Motivation: Evidence from Prospective Teachers in Pakistan. Journal of Development and Social Sciences, 5(4), 277–287. https://doi.org/10.47205/jdss.2024(5-IV)26