Relational Teaching Behaviors and Their Associated Factors among Private Basic Education Teachers

This research investigates relational teaching behaviors among private basic education teachers and the factors influencing them, including age, sex, rank, and educational attainment. Utilizing a descriptive-correlational design, the study engaged 43 full-time teachers from two institutions using the Teaching Relating Behavior Scale (TRBS). Findings indicated that overall relational behaviors were satisfactory but inconsistently practiced. Notably, junior high school teachers and those in higher ranks exhibited stronger relational competencies. Age and present position significantly influenced behavior patterns. The study underscores the need for professional development focused on emotional intelligence, classroom interaction, and teacher-learner rapport.