The Relationship Between Teachers' Behavior and Class Participation of Junior High School Learners in Fr. Simpliciano Academy, Inc.

This study aimed to examine the relationship between teachers’ behavior and class participation among Junior High School learners in Fr. Simpliciano Academy, Inc. The research focused on understanding how teachers’ attitudes, teaching styles, and interactions with learners influence students’ willingness to participate in classroom discussions and activities. It also described the demographic profile of the respondents and determined the levels of teachers’ behavior and class participation. The study used a quantitative descriptive–correlational research design. A total of 64 Junior High School learners from Grades 7 to 10 were selected through stratified sampling from a population of 77 learners. Data were collected through a survey questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson Product–Moment Correlation Coefficient (Pearson r). The results showed that teachers’ behavior and class participation were both at a high level, indicating that teachers generally demonstrate positive behaviors that support classroom interaction. However, the learners’ confidence in speaking was found to be moderate, suggesting that some students still feel hesitant to speak in front of the class. The findings also revealed a moderate positive and significant relationship between teachers’ behavior and class participation (r = 0.384, p = 0.0017). This means that positive teacher behavior can help encourage students to become more active and engaged in classroom discussions and activities.