The Impact of Teachers’ Behavioral Styles on the Effectiveness of the Educational Process

Abstract

This article presents an empirical analysis of various behavioral styles manifested in pedagogical activity — specifically, the "controlling", "demanding", "dominant", "chaotic", "responsibility-avoiding", and "expectant" styles. It examines their characteristics, expression within the educational process, and gender-based differences among teachers. The research findings indicate certain tendencies in the behavioral styles of male and female educators in Uzbekistan's education system. For example, control and demanding approaches are more pronounced among male teachers, while empathy and cooperative approaches are more distinctly observed among female teachers. Additionally, all styles characterized as authoritarian, indifferent, or chaotic showed low levels of manifestation, which highlights a general focus among educators on systematization, responsibility, and active leadership in the learning process. The article also discusses the concept of education quality and its key evaluation criteria: students' level of knowledge, teacher performance, material-technical resources, and the degree of social partnership. Overall, the research outcomes contribute to a deeper understanding of behavioral styles in pedagogy and provide scientific insights that support the improvement of education quality.