Teachers’ Caring Relationship with their Students: The case of Three Government Primary Schools in Addis Ababa (original) (raw)
Related papers
2021
The study has tried to investigate the state of teachers caring behavior as perceived by their students and its relation with students' achievement. Descriptive survey with correlational research design was employed. Questionnaire was developed to assess how frequent teachers demonstrate caring behavior. Quantitative data were collected through questionnaire from students and their 2019/2020 academic year first semester achievement records. SPSS version 26 was used to employ descriptive correlational analysis method, besides statistical mean was used to explain the state of caring behavior of teachers while correlation coefficient was employed to elucidate the relation between students' perceived caring behavior of teachers and their achievement (Mathematic and English subjects result out of 100%). Thus, the following findings were obtained: the status of perceived teachers caring behavior is found at average level. For some considerable number of caring behavior indicators (items) the status is below the average. Concurrently, the relation between perceived caring behavior and students' achievement is negative and with weak relation. However, differences were observed between female and male students regarding the trend of relation. While females' is found positive, the males' is negative, though the relations were weak for both of them.
This study explored the influence of teacher-students' relationship on students' academic performance in Tanzania using Magu District as a case study. The sample for this study was 130 respondents that were drawn from six public secondary schools both by using rondom sampling and purposive sampling; 6 school Heads, 57 teachers, 66 students and one District Educational Officer. A descriptive survey approach was used in this study. In order to get information, the researcher used questionnaire and interview as instruments. The results of this study indicated that teacher-students' relationship is a crucial determinant and catalyst to academic performance in Tanzanian public secondary schools. The study identified among others that teacher-students relationships helps students to feel cared for by their teachers, helps students to have freedom of expression in the classroom and help teachers and students to be an integral part of the classroom as they participate actively. From the findings, it is concluded that despite the fact that teachers and students were aware of the elements of teacher-students relationships poor teacher-student relationships were still recorded in schools. Therefore, it is recommended that teachers should introduce close relationshis with students. Also, the study recommended that, performance of students can only be attained if teacher-students relationships will be maintained.
The Role of Caring in Schools: A Tanzanian Case Study
Journal of International and Comparative Education, 2019
School-based research and practice in international education has emphasized academic outcomes, to the exclusion of other important aspects of education, such as caring in schools. In this case study, we consider the role of caring in a successful Tanzanian primary school. The practice of caring promoted by the school's leadership, rooted in identifying and meeting needs, is found to impact not only student academic success, but also to have moral and organizational implications. This includes the need for teachers to be empowered with the ability and dispositions to solve problems in schools. Further analysis of caring in schools is needed to enrich teacher education and policy planning for quality education.
2013
I wish to express my sincere thanks and appreciation to the following people for their continual support, encouragement and assistance in this project. This dissertation would not have materialized without them: Almighty God for granting me the opportunity to complete this task and for allowing my faith to grow, as did my understanding of human social contact and relationships. Glory be to God, now and forever. My wife Phindi and my children Lusanda, Lwandile, Lwazi and Suthukazi who constantly had to cope without me as I attended classes over weekends and holidays. Your understanding and selflessness allowed me to sacrifice valuable and irreplaceable family time. The rest of the family: my mom for her never-ending encouragement, assistance and prayers, and my brothers and sisters who helped with the households duties in my absence. My participants and the other staff members of the school who encouraged and supported me during this project. Ms Bongi Bhengu from the Postgraduate Research Office at UKZN-Edgewood campus for her assistance, friendly demeanor and encouragement and for giving me a special name-Hluphawhich has made me famous among her colleagues. My supervisor, Prof. Labby Ramrathan who constantly gave helpful advice, challenging ideas and support when things looked hopeless. You are truly a great mentor. I wouldn"t have been here if not of you, your smile and welcome will never be forgotten. Your input in this dissertation was invaluable and it is sincerely appreciated. Finally, all those people who were in the background and whose efforts were not always visible. I shall mention a few: Bhanoyi School Management Team and Staff, my 2011 and 2012 Grade 12 learners who always cheered me on to achieve success, Thamsanqa Mzimela my cottage mate, and my son Bongumusa Ngema who always pushed me to study until the early hours of the morning. Thank you for your unselfish comments, criticism and input. The whole is nothing without the small parts holding it together.
Students' Perception toward Teachers' behavior
This research shares findings from a study to determine if there were significant differences in the identified behaviors of teachers and students’ perceptions in the eleventh grade classrooms in schools. The purpose of the study is to examine the perception of the secondary school students towards their teacher’s behaviors. Teachers are the major role players in building a better civilized society. They do this by providing proper skills and knowledge to their students. Students are highly motivated by their teachers’ behavior in class and outside. This research paper is fully based on primary data and non-probability random sampling technique has been used for collecting data. The data have been collected from five secondary schools in Hosanna city and surrounding and the sample size was 50. For making questionnaire Likert scale has been used. Out of 38 teachers’ behaviors, it has been found that 5 factors have highly affected students’ perceptions. The major finding is teachers’ behavior significantly affects students’ perception. Therefore, it is very important that teachers need training and are expected show good behavior towards their students for a good academic outcome.
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.
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.
The achievement of success in education depends on the level of warmness and supportive relationships the teachers create with and among the pupils. When there is a positive relationship between the teachers and the pupils, the expected quality learning outcomes on the part of the child will be possible, while the teacher will have job satisfaction. In other words, the quality of learning outcomes the child receives is dependent on the nature of teacher pupil relationships the teacher established. This is the challenge that faced this study which investigated how to enhance positive teacher-pupil relationships for quality learning outcomes in primary schools. The study used a descriptive survey research design. The sample population of the study comprised of 20 public primary schools and 20 teachers randomly selected. Questionnaire which was used for the collection of data was structured on a four points rating scale of strongly Agree, Agree, Disagree and strongly disagree and was validated by2 experts in department of early childhood and primary education and department of educational foundations both of Nnamdi Azikiwe University Awka. One research question guided the study. The findings of the study showed that teachers accepted that for positive teacher pupil relationships to be enhanced in schools, the teachers must create an atmosphere of love and care, friendliness, trust, cooperation, motivation, effective communication among others. Based on the findings, the researchers recommended among others that the state government through the ministry of education should organise annually capacity building workshops and conferences for public primary school teachers in the state on the ways and need to encourage and sustain positive teacher pupil relationships in primary schools for quality learning outcomes.
Journal of Social Studies Education Research, 2018
This study examined the practices involved in student-teacher relationship vis-a-vis its correlational effect on academic performance of secondary school students in an attempt to proffer a lasting solution to the lingering problems affecting student performance in Nigeria. Descriptive survey research design was adopted and the population comprised all public secondary schools in Nigeria, 300 respondents were selected from the sampled schools using homogeneous sampling. Two self-designed instruments namely; “Student-Teacher Relationship Questionnaire (STRQ) and 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 that there was a sign...
This chapter looks at the concept of well-being and quality of life in relation to teacher education in ECCE and the Foundation Phase (FP), and how use of principles of emotional intelligence (EI) leads to improvement in well-being for teachers, parents and learners. Emanating from a call for help by in-service FP teachers who were studying for a B. Ed. (FP) qualification, came the realization that teachers were struggling to connect with learners and parents, resulting in a breakdown in quality of life. This research made use of a Vygotskian theoretical framework, coupled with application of the principles of EI and qualitative comments made by the aforementioned teachers. The result was improved communication between all parties and, in the process, the quality of life for the learner, parent and teacher improved through establishment of positive lines of communication and trust. Another study shows how QOL can potentially be enhanced through training teachers in ECCE to be professional, context adaptive and reflective individuals who place the child at the centre of learning.