The most expected immediate outcome of teaching is:

Teaching is judged, in the immediate term, by the change it produces in the learner's behaviour. Educational objectives (as in Bloom's taxonomy) define learning outcomes as observable changes in knowledge, skill, or attitude that a student can demonstrate right after instruction. This observable, desirable behavioural change is the proximate, immediate outcome of any teaching act.

Here, the outcome described as "changes in the behaviour of students in a desirable direction" is precisely this immediate learning outcome — it is what a teacher can observe and assess right after a lesson, session, or unit of teaching.

Why the other options are not the immediate outcome of teaching:

• Development of the total personality of students — this is a cumulative, long-term goal of the entire educational process across years, not something produced or measurable immediately after one act of teaching.

• Building the character of the students — character formation is a gradual, long-term product of sustained moral and social education, not an immediate, observable outcome of a single teaching episode.

• Getting selected for a suitable job — employment outcomes depend on many external factors such as market conditions, further training, and personal effort, occurring (if at all) years later, not immediately after a teaching episode.

Hence, a desirable behavioural change in students is the correct, immediate expected outcome of teaching.