EFL Students' Perspectives on Effective Teacher Behavior at Kabul Education University

Teacher behavior plays a critical role in shaping students' engagement, motivation, and overall learning experience in EFL classrooms. In the English Department of Kabul Education University, students have expressed differing perceptions regarding teachers' behavior, with some viewed as overly strict and others as excessively friendly. This study aims to explore students' perspectives on the ideal balance between strictness and friendliness in teacher behavior through a questionnaire-based survey. A structured questionnaire was administered to 100 undergraduate EFL learners across four academic levels (freshman, sophomore, junior, and senior) to gather data on their experiences, preferences, and perceptions of teacher behavior. The findings indicate that students prefer a balanced approach, where teachers maintain authority and discipline while remaining approachable and supportive. The survey results also highlight that excessive strictness can create anxiety and hinder classroom participation, whereas excessive friendliness may reduce structure and affect learning focus. The study concludes that effective EFL teaching requires a careful balance between strictness and friendliness to maximize student satisfaction and learning outcomes. Practical recommendations for teacher behavior and professional development are also discussed.