Enhancing positive teacher pupil relationships for quality learning outcomes in primary schools in Nigeria (original) (raw)
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Improving the Positive Relationship between Teachers and Students in School.pdf
A positive relationship in the learning process between teachers and students will produce a positive atmosphere, where each member of the school feels warmth and joy to create strong determination in learning, mutual respect, mutual acceptance and mutual giving to learn. The climate of positive relationships affects all those who work directly in the school, such as teachers, students, parents, and communities. This positive relationship is a belief system or habit which becomes the core of everyday activities in school. The development of this positive relationship is an important goal, which is important to be given attention from all parties in the school. Therefore, teachers need self-development in a positive educational relationship with their students, thus becoming a culture that can create healthy conditions for students in the learning process to achieve quality learning objectives. Thus, in this academic research journal, it has the character of qualitative research which is based on personal experience (personal history) and public observation, which also wishes to share arguments from educational experts about the quality of teacher-student relationship that becomes a bright line in education which is very important, vital and very basic in the learning process. Therefore, this positive relationship affects the motivation of learning, learning outcomes and students well-being.
2020
The variation in the teacher-student relationship quality can be expected from classroom behaviour. It is also reflected in the students' academic success, motivation and beliefs about the teacher and the subject matter being taught as well as in the teachers' professional satisfaction and well-being. The paper aims at exploring the effectiveness of teacher education programmes in preparing EFL teachers to deal effectively with in-class challenging situations and misbehaving students. In pursuance of this aim, a mixed methodology was used. First, a document-based description of "the Educational Guide for Secondary Education teachers" was made. Then, a questionnaire was distributed to twenty educators teaching at different secondary schools at Ain Beida-Oum El Bouaghi. Findings revealed that the Educational Guide for Secondary School Teachers is the only educational document that tackled the social and psychological sides of classroom interaction. Results also demonstrated that no matter how efficient are the teacher education programmes, they cannot equip novice educators with all they need for an effective lifetime teaching. Further, the participants hold different opinions about the importance and the benefits of the training programmes and they made interesting suggestions to improve it. This calls for the importance and the need for continuing professional development.
2016
The study investigated effect of teacher-pupil relationships on pupils’ behavior in public primary schools in Langata sub-county. Three teacher-pupil relationships: closeness, conflict and dependence, were interrogated. A 28-items questionnaire was administered to 73 teachers. Significant differences in mean scores of teachers’ perceptions were found for “closeness” and “conflict” relationships, and no significant difference was found for “dependence” relationships. Moderate and negative closeness relationships were observed when teachers rated “good” pupils and “bad” pupils respectively; negative and moderate conflict relationship for “good’ and “bad” pupils respectively; and moderate dependence for both “good” and “bad” pupils respectively. The study established that teachers’ perceptions differ on aspects of closeness and conflict relationships but converge on aspect of dependence relationships. As such, there is need to encourage teachers to foster positive teacher-pupil relatio...
The study focuses on the types of teacher-student relationship in Federal Polytechnic, Damaturu, Yobe State, Nigeria.In the research a total of 312 respondents was selected through stratified and simple random sampling method. The findings revealed that, the most prevalence types of teacher-student relationship in the school was authoritarian (paternalistic 69.23%) while on the most effective types of teacher-student relationship therapist (89.1%) appeared as the strongest variable for smooth teacher-student relationship in the Polytechnic. The study recommend that: The management of the Polytechnic should devise an effective method of monitoring teacher student relationship; such as use of questionnaire, telephone lines for complaints from the students etc. should be exploited to elicit responses from students on their relationship with teachers. Both students and teachers should be discouraged from answering relationship on religion, family ties and personality influence. Teachers should treat everybody the same way irrespective of religion or influence of the person. Students should always learn to be punctual in their class and follow teachers' instruction. Most teachers loosed interest in student, if they discover the student does not keep appointment or follow their instruction and committed to service within the profession. They should also be supportive, human and friendly to students. It is believed that these recommendations would enhance teacher student relationship in Damaturu Polytechnic and other institution of learning in the State and world at large.
2016
Ali Yassin for sharing his deep insights on the analysis part of the research. My heartfelt gratitude also goes to staff members, students and parents, particularly to the participants of Andnet, Ewket and Chora Government Primary Schools for their cooperation during data collection. I would like also thank Addis Ababa University, particularly the Department of Curriculum Studies and Teachers' Professional Development; and the College of Education and Behavioral Studies for providing financial support; and Debre Markos University for its sponsorship and financial support, too. Most importantly, I would like to thank my mother W/o Enat Misiker, my wife W/o Hiwot Abebe, my children, and my sisters. I cannot express in words my appreciation for their love and support in helping me achieve this dream. I thank them all for understanding who I am and what I hope to achieve. I am extremely blessed to be part of such a caring family.
European Journal of Education Studies, 2020
The influence of teaching quality on student outcomes in Ghanaian public senior high schools has dominated education discourse in recent past. However, few studies have attempted to establish how teacher-student relationship influences their classroom engagement and learning outcomes. This study attempted to address this gap by utilizing a sample of 220 students and 160 teachers to establish the perception of teachers concerning their relationship with students and how this perception of teacher-student relationship influences student learning outcomes. The study established that teachers with a minimal conflicting relationship with students experienced positive learning outcomes. The study further found that teachers who are professionally close with their students and have made their students professionally dependent on them experienced an increase in their level of student behavioural and instructional engagement. This study recommends that teachers must inculcate a positive teac...
Bilingual Journal of Multidiscplinary Studies, 2016
This study examined the principal-teacher relationship, teaching effectiveness and teachers' morale as correlates for functional education in Lagos state senior secondary schools, Nigeria. The study adopted a descriptive and co-relational design type. Simple random sampling technique was used to select 360 respondents comprising teachers from schools in the six educational districts 60 from three schools per district in Lagos state. Three research hypotheses were formulated to guide the study. A self constructed Questionnaire titled Teachers' Questionnaire on Principal-Teacher Relationship and Teaching Effectiveness (TQPTRATE) was used to collect relevant data. The instrument was validated by experts in the field of research. The reliability coefficient of 0.75 was obtained using split-half reliability method to test the reliability of the questionnaire. Pearson's product-moment correlation statistics was used with the aid of SPSS (version 20) to test all the null hypotheses at 0.05 significance level. However, out of the 360 distributed questionnaire copies, 300 were recovered and used in the analyses. The findings of the study showed that there is significant relationship between both wide and narrow principal-teacher relationship and teaching effectiveness; and teachers' morale. Consequently, it was recommended that school principals should adopt a combination of democratic and participative leadership style in administering schools. Furthermore, School management in particular and, the state government in general, should create an enabling environment for the cultivation of wide-positive superior-subordinate working relationship. Trust is an essential ingredient of participative management and shared decision making necessary to create a disciplined-friendly relationship in an organization. Hence efforts must be made by all actors of a school setting in building trust.
Journal of Education and Practice, 2017
A lot of attention and emphasis has lately been placed on the development and education of young children. One of the specific areas of concern is on the quality of experiences that young children are exposed to at the early learning centres. This research paper sought to examine the relationship between the quality of teacher-pupil interaction and primary school readiness in preschool pupils in Nairobi County. The sample comprised 156 preschool pupils and 39 teachers in 39 preschools. The Pearson product-moment correlation statistics was used to examine this relationship. The findings indicate that there is a significant and positive relationship between the quality of positive-relationship dimension of teacher-pupil interaction and primary school readiness. A significant but negative relationship was found between the quality of harshness and detachment dimensions of teacher-pupil interaction and primary school readiness. A weak correlation that is not significant was found betwee...
Journal of Social Studies Education Research, 2018
This study examines the practices involved in student-teacher relationships vis-à-vis its correlational effect on academic performance of secondary school students in an attempt to suggest solutions to the lingering problems affecting secondary school students' academic performance in Nigeria. A descriptive survey research design was adopted and the population comprised all public secondary schools in Nigeria. Through homogenous sampling, 300 respondents were selected from the sampled schools. Two self-designed instruments, the " Student-Teacher Relationship Questionnaire (STRQ) " and the " Students Academic Performance Questionnaire (SAPQ) " were used to collect relevant data from the respondents. The face and content validity were done and the test-retest method of reliability was adopted to test the reliability of the instruments. Data collected were analysed using descriptive and Inferential Statistics and the three hypotheses were tested at 0.05 level of significance. The study revealed a significant correlation between the student-teacher relationships and academic performance of students in secondary schools. It also indicated that classroom engagement and motivation were significantly related to students' academic performance. The study recommends that teachers should be regularly trained and equipped with classroom engagement skills, and that they should furthermore be equipped through development programmes to develop various motivational strategies for better students' academic performance, among others.
STUDENT-TEACHER RELATIONSHIP AND ACADEMIC ACHIEVEMENT IN CROSS RIVER STATE, NIGERIA
Academic Journal Of Current Research, 2021
This study examined student-teacher relationship and academic achievement of secondary school students in Cross River State. One research question and one null hypothesis was used in the study. Literature was reviewed based on the variable under study. The ex-post facto design was adopted for the study. The population consisted of 15,080 SS2 students, in all the 272 public secondary schools in Cross River State. A sample of 1, 029 students was used for the study. An instrument named "Student-teacher relationship and academic achievement questionnaire was` used for data collection. The reliability of the instrument was determined using Cronbach Alpha reliability method at .79. The study equally involved data from school administrative records which were students' academic achievement records for 2018 promotion examinations in English language, Mathematics and Biology obtained from school authorities. Data collected were analyzed using descriptive statistics and One way Analysis of variance (ANOVA). The findings from the results revealed that students-teacher relationship had positive significant influence on students' academic achievement. It is therefore concluded that student-teachers relationship influences academic achievement of senior secondary school students in Cross River State. Based on the above finding, it was recommended that positive teacherstudent relationship can bring about better academic achievement. Teachers should establish rapport and trustworthiness with students by being fair, caring, respectful and enthusiastic.