Impact of Faculty’s Traits on Academic Performance of Students in Kathmandu, Nepal

The study’s primary goal is to investigate how lecturer characteristics impact students’ academic achievement. Student performance is an outcome-oriented variable; faculty credentials and instruction are predictor factors. The study has used descriptive, inferential, and causal connection methodologies. The Theory of Academic Performance (TAP) and System Theory (ST) have been applied as a theoretical foundation for the study. The study discovers the effective connections between several aspects of better classroom delivery for academic achievement and Faculty professional behavior. Out of 153 questionnaires distributed to target respondents, only 95 (62.09 per cent) were deemed suitable for the study. The study’s findings revealed that faculty’s methods substantially and favourably influenced student academic performance (β = 0.771, p <0.05). Ultimately, the findings showed that faculty qualifications had a favorable and substantial influence on student academic achievement (β = 0.443, p <0.05). Thus, the study investigated the interrelated aspects of student performance, suggesting that a Faculty’s attitude, qualification, and learning and sharing behavior positively influence the quality of education. The study concludes that academic institutions, universities, and other educational organizations can include these insights when formulating teaching pedagogy and classroom management for better academic achievement. The study’s novelty is that it provides empirical evidence of faculty attitudes and students’ academic performance for better classroom achievement, deriving the findings from a Nepalese perspective. The findings of this study are helpful in academic institutions, universities, academicians, researchers, regulatory institutions, parents, and other stakeholders.