THE RELATIONSHIP BETWEEN SCHOOL ENVIRONMENT AND TEACHERS’ ROLE AND STUDENT BEHAVIOR: A CASE STUDY OF MINZU MIDDLE SCHOOL IN NINGDE CITY, FUJIAN PROVINCE

Abstract

The objectives of this study were 1) to examine the levels of the school environment, teacher roles, and student behavior, and 2) to investigate the relationships between the school environment and teacher roles in relation to student behavior within the context of secondary education. A quantitative research design was employed, involving a sample of 350 students. The data collection instrument was a questionnaire developed based on conceptual frameworks related to the learning environment, professional teacher roles, and student behavioral development. Data analysis consisted of descriptive statistics, and multiple regression analysis. The results revealed that the school environment was perceived at a positive level, particularly in terms of peer relationships and co-curricular activities, which were found to promote appropriate behavior and social adjustment among students. Teacher roles were also rated at a high level across classroom management, fair communication, instructional support, and role modeling, all of which demonstrated significant correlations with student behavior. Additionally, the regression analysis indicated that teacher roles served as the strongest predictor of student behavior, followed by co-curricular activities and peer relationships.