Teacher Attitudes and Behavior

The Teacher’s influence on the young person’s personality development is second to that of the parents because the personality pattern is already partially formed when the child enters school and because the child spends less time at school and has a less intimates relationship with the teacher. However the teacher’s influence is second only to that of parents.
The influence of the teacher’s attitudes and behavior on the student’s personality pattern cones from two major sources the kind of relationship that exists between the teacher and students and the effect of the teacher on the emotional climate of the school. The emotional climate of the school.

The relationship between teacher and students determined in part by the teacher’s attitude toward the student and in part by the student’s attitude toward the teacher. These attitudes depend on how the teacher and the student perceive each- other. When the teacher perceives the young person as a troublemaker or as o disinterested lackadaisical student, her attitude toward him will, understandably, be far less positive than if she perceived him as a cooperative, interested learner.
If the student has a hostile attitude toward the teacher, it will be reflected in his interaction with the teacher and will influence her attitude toward him and her treatment of him. His hostile attitude may be due to pressures from parents, sibling, and peers, to unpleasant experiences with the teacher, to dislike of the subject she teacher or the way she teacher it, or to the acceptance of unfavorable stereotypes of teachers as given in mass media.
While teacher-student relationship normally become more formal and less warm as students continue their education, some student find their relationship with specific teachers pleasanter and more satisfying than their relationship with their parents. Some identify so strongly with a teacher that they try to model. Their behavior as well as their looks and dress after those of the teacher. This is especially common among girls during the “crush stage” in early adolescence.