Influence of the Teachers’ Teaching and Human Skills on the Students’ Research Writing Interest

Abstract

This study examined the influence of teachers’ teaching and human skills on the research writing interest of fourth-year college students at Trinidad Municipal College in research writing for the 2024–2025 academic year. Underpinned by Bandura's Social Cognitive Theory, Vygotsky's Zone of Proximal Development, and Krashen's Affective Filter Hypothesis, it investigated how teaching approaches, command of strategies, and teacher-student relations influence students' interest in research writing. It used the cross-sectional explanatory design by a researcher-developed questionnaire and the standardized Academic Writing Motivation Questionnaire (AWMQ) to collect student data via purposive sampling. Descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM) were used to analyze the data. Results indicated that facilitative teaching style was the most frequently applied among research teachers, even though the teaching styles had little impact on the students' interest in research writing. Teachers' ability to master teaching techniques and the teacher-student relationship positively influenced students' interest levels. Students who rated their teachers highly competent and full exhibited higher motivation and engagement in research writing. These results highlighted the value of pedagogic knowledge and interpersonal relationships in inspiring students to advance their research competencies. The research confirmed that teaching style does not tend to affect interest directly. Still, mastering effective strategies and developing teacher-student relationships are central to generating academic interest, especially in research. Findings of this research can help educational institutions, administrators, and instructors design better instructional and relational strategies for enhancing research writing motivation. Additionally, it encouraged future researchers to explore further variables affecting student interest and performance in academic writing.