The Teacher-student Relations
CHAPTER ONE
OBJECTIVES OF THE STUDY
The major objective of this study is to examine teacher-student relations in Nigeria.
Other specific objectives include:
- a) To investigate the extent of relationship between teachers and students in this 21st century in Nigeria.
- b) To examine the significant relationship between good relationship of teacher-student and learning.
- c) To determine the effects of non-cordial relationship between teachers and students on the academic performance of students.
- d) To examine the attitudes portrayed by teachers which affect good relationship between them and the students.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Teacher-Student Relationships
The teacher-student relationship has an important impact on students’ attitudes and achievements, as well as the relationships that students create inside the school. If students feel comfortable with the teacher and the environment in the school, they can construct more positive relations such as friendship, develop a better way to behave in the social context and improve their social skills (Larson, 2011). In addition to these possibilities, Nugent (2009) suggests that by creating healthy relationships, teachers can motivate students during the learning process, which is one of the main objectives in a teacher’s practice. This author also suggests that in order to do this, teachers have to be aware of the students’ emotional and academic needs. By these means, the creation of positive relationships between teacher and students would be easier. According to Giles (2008), it is during the first lesson of a course when both students and teacher establish the bases for this relationship. The greetings, the rules and what is expected from each other are discussed. Furthermore, according to a study performed by Marzano and Marzano (2003), it is where they can establish the procedures and rules related to the interaction and behavior inside the classroom which comprise the basis for a positive relationship. One aspect to take into account when studying teacher-student relationships is the expectations they have about each other, which is a characteristic that defines how satisfied they feel. In our experiences inside a classroom, as a teacher and/or a student, the more satisfied both parties are, the better relationship they can build.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain teacher student relation. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of teacher student relation
Summary
This study was on teacher student relations. Three objectives were raised which included; To investigate the extent of relationship between teachers and students in this 21st century in Nigeria, to examine the significant relationship between good relationship of teacher-student and learning, to determine the effects of non-cordial relationship between teachers and students on the academic performance of students, to examine the attitudes portrayed by teachers which affect good relationship between them and the students. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from staffs of selected secondary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
This study aims to examine whether the teaching experience moderates the effect of the teacher student relationship on teacher subjective well-being at the middle school level. It is found that there is a significant positive relationship between the teacher experience, teacher-student relationship, and teacher subjective well-being. However, the moderation analysis show that there is no significant moderation effect of the teaching experience on the effect of teacher-student closeness relationship to the teacher subjective well-being. Therefore, the first hypothesis of the study is accepted but the second hypothesis is rejected. There are some practical suggestions that can be made for future research. Future study is advised to include not only the closeness aspect of the teacher-student relationship, but also includes the negative aspects of conflict and dependency. Thus, further research can enrich the findings by examining the impact of these two aspects of teacher-student relationship to the teacher subjective well-being. Further research should also look for investigate another variable that can serve in strengthened or weakened the relationship between teacher-student relationships and teacher subjective well-being, such as working condition and interpersonal relationship with colleagues. Practically, the results of this study can be used as discussion material for teachers so that teachers can find out what factors influence the condition of the teacher-student relationship to the teacher subjective well-being in middle school setting.
Recommendation
Teachers with a few years of professional experience should handle small class sizes as this will increase their level of both behavioural and instructional engagement. This is because novice teachers may not have sufficient experience in dealing with disruptive students and in most cases end up suspending students from class during the instructional period making them lose from the instruction process as well as creating a conflicting future student-teacher relationship. Therefore, teachers should devise alternative punishments in cases of student disruptive behaviour during the instructional period.
Teachers should always inculcate an aspect of good professional relationship with their students which will minimise gaps in teacher-student engagement. These gasps have been established to influence student learning outcomes by creating negative student attitude towards the subject and even disruptive behaviours during the instructional process
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