Exploring the Role of Teachers' Professionalism in Reducing Aggression and Fostering Resilience among University Students

Authors

  • Muhammad Shokat Zaman PhD Research Scholar, Department of Educational Research and Assessment, University of Okara, Okara, Punjab, Pakistan.
  • Muhammad Nadeem Iqbal Assistant Professor, Department of Education, Bahauddin Zakaria University, Multan, Punjab, Pakistan.
  • Syed Abdul Waheed Assistant Professor, Department of Educational Studies, Faculty of Education, University of Okara, Punjab, Pakistan.

DOI:

https://doi.org/10.56976/jsom.v3i4.131

Keywords:

Aggressive Behavior, Teachers’ Professionalism, University Students’ Resilience

Abstract

The study focused on exploring the role of teachers' professionalism in reducing aggression and fostering resilience among university students. The qualitative research design was followed to conduct this study. The sample of 15 students of MPhil and PhD (Edu) for semi-structured interviews was selected employing purposive sampling. A self-structured interview protocol was used for the collection of data. Qualitative data were analyzed through thematic analysis. The study revealed that particular teacher behaviors and practices can mitigate aggression and promote resilience among students. University teachers should formulate instructional strategies to boost student resilience, engage learners in problem-solving and project-based learning, and offer guidance and counseling services to address violent conduct of students.

Downloads

Published

2024-11-23

How to Cite

Zaman, M. S., Iqbal, M. N. ., & Waheed, S. A. . (2024). Exploring the Role of Teachers’ Professionalism in Reducing Aggression and Fostering Resilience among University Students. Journal of Social &Amp; Organizational Matters, 3(4), 132–147. https://doi.org/10.56976/jsom.v3i4.131

Issue

Vol. 3 No. 4 (2024): JSOM

Section

Articles

License

Copyright (c) 2024 Muhammad Shokat Zaman, Muhammad Nadeem Iqbal, Syed Abdul Waheed

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.