Abstract

The study assessed the behavior of teachers in the classroom and its impact on students' academic outcomes, particularly in basic science education. The study adopted the descriptive survey and involved the administration of a self-administered questionnaire to 200 basic science teachers from 20 randomly selected junior secondary schools in, Oyo State, Nigeria. The results of the study indicated that while the majority of basic science teachers in Oyo State exhibited integrative behaviour; a significant number also exhibited dominative behaviour. Integrative behaviors, such as encouraging participation, providing feedback, and creating a positive learning environment, were found to be common among teachers. In contrast, dominative behaviors, such as strict disciplinary action, yelling, and belittling students, were also prevalent among some teachers. Further analysis of the data revealed a significant correlation between integrative behavior and student academic outcomes, including academic achievement, motivation, and engagement. In contrast, dominative behavior was found to have a negative impact on student outcomes, creating a negative learning environment that hinders academic performance. The study recommended that teachers should adopt a student-centered approach that fosters active student engagement and participation.