A Study of Ethnically-varied English Teachers’ Perception on Prosocial Behavior

A Study of Ethnically-varied English Teachers’ Perception on Prosocial Behavior

This study aims to investigate the phenomenon of prosocial behavior in the context of EFL classrooms. The researcher explores how English teachers perceive prosocial behaviors and how their perception of prosocial behavior resonates with learners in English classes by examining their individual experiences and daily teaching routines. Five English teachers participated in in-depth interviews, revealing that their perceptions of prosocial behavior were influenced by factors such as parents, teachers, religious beliefs, and personal experiences. As a result, each participant held a distinct perception of prosocial behavior. The impact of their experiences with prosocial behavior on classroom instruction was found to be infrequent. However, when faced with challenging students, teachers tended to employ disciplinary methods reminiscent of their own youth. The study suggests potential instructional approaches for fostering prosocial behavior improve academic performance and school life, emphasizing positive interactions between teachers and students, as well as among students, within the English as a Foreign Language (EFL) classroom. (156 words)