Impact of Teacher's Educational Training and Teacher Language During Lecture on Personality Development of Students: An Evidence from Secondary Schools of South Punjab, Pakistan

Abstract

This study explored how socio-cultural capital affects personality development in secondary school students in South Punjab, Pakistan. It was based on Pierre Bourdieu's theory of socio-cultural capital and aimed to understand the link between school-related socio-cultural factors and students' personality development. A quantitative approach with a cross-sectional survey design was used. The study involved students in Grades 9 and 10 from public secondary schools in South Punjab. Using multistage stratified random sampling, 600 students from 30 public schools in both urban and rural areas were selected. Data were collected through a structured questionnaire that showed acceptable reliability (Cronbach's α = 0.724). The analysis was done using SPSS, and included descriptive statistics, Chi-square tests, and Gamma coefficients to examine connections between variables. The results showed strong positive relationships between Teacher Educational Training (TET), Teacher Language During Lecture (TLDL), and students' Personality Development (PD). Teacher language during lectures was the strongest predictor of personality development (χ² = 229.271, γ = 0.773), followed by teacher educational training (χ² = 140.931, γ = 0.626). Students who learned from well-trained teachers and experienced effective classroom communication showed greater confidence, emotional regulation, social skills, critical thinking, and self-discipline. The study concludes that socio-cultural capital in school environments is vital for shaping students' personality development. Improving teacher training and classroom communication can significantly support students' overall growth. The findings align with Sustainable Development Goal 4, highlighting the value of quality and equitable education in promoting positive outcomes for adolescents.