Positive Teacher-student Relationships in Gomdar Cluster Schools
Asian Journal of Advanced Research and Reports,
Page 11-27
DOI:
10.9734/ajarr/2021/v15i630403
Abstract
A mixed methods research design is conducted in this research. For the quantitative survey, the data were collected from 120 students, 8 principals and 80 teachers from all the Gomdar Cluster Schools. After the data collection, inferential correlation analysis study was carried out. The findings of the study revealed that teachers, who exhibit nurturing characteristics, result learners to build self esteem, curb disciplinary issues, decrease dropout rates and enhance academic performance. For qualitative study, the sample consisted of 8 principals and 80 teachers participated in the interview. The data were collected through the use of semi-structured interviews and transcribed and analyzed using thematic approach. The study revealed that the positive teacher-student relationships develop students self esteem, increase class attendance and enhance academic performance. It stimulates teacher job satisfaction without teaching stress and burnout and retention in the profession. Therefore, the positive teacher-student relationship is recommended to be strengthened in our schools.
Keywords:
- Teacher-student relationship
- Bhutanese education system
- job satisfaction
- interview
How to Cite
Gyeltshen, S. (2021). Positive Teacher-student Relationships in Gomdar Cluster Schools. Asian Journal of Advanced Research and Reports, 15(6), 11-27. https://doi.org/10.9734/ajarr/2021/v15i630403
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Newberry M. Identified phases in the building and maintaining of positive teacher student relationships. Teaching and Teacher Education. 2010;26:1695-1703.
Veldman I, Van Tartwijk J, Brekelmans M, Wubbels T. Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education: An International Journal of Research and Studies. 2013;32: 55-65.
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Landrum T, Lingo A, Scott T. Classroom misbehavior is predictable and preventable. Phi Delta Kappan. 2011;93(2):30-34.
Matsumura LC, Slater, SC, Crosson A. Classroom climate, rigorous instruction and curriculum, and students interactions in urban middle schools. The Elementary School Journal. 2008;108(4):293-312.
Hamm JV. Enhancing the effects of teacher attunement to student peer group affiliations on the school social-affective context: Promotive effects of the SEALS intervention; 2011.
Retrieved:http://files.eric.ed.gov/fulltext/ED518027.pdf
Klem AD, Connell JP. Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health. 2004;74(7):262-273.
Reeve J. Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal. 2006;106(3):225-236.
Sherab K, Dorji P. Bhutanese teachers’ pedagogical orientation in the primary classes (PP-VI): A factor on quality education. Journal of International Society for Teacher Education (JISfTE). 2013;17 (1):18-28.
Mitchell A. An investigation of faculty relationships as a source of motivation for STEM undergraduates at a Historically Black university (Dissertation). Washington, DC: Howard University; 2011.
Pianta R, Stuhlman M. Teacher-child relationships and children's success in the first years of school. School Psychology Review. 2004;33(3):444-458.
Davis HA. Conceptualizing the role and influence of student-teacher relationships onchildren’s social and cognitive development. Educational Psychologist. 2003;38(4):207- 234.
Gembo T. Indicators for Knowing the Trajectory of the Bhutanese Education System.” Bhutan Journal of Research and Development. 2014;1(3):17–27
Baker JA, Grant S, Morlock L. The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly. 2008;23(1):3.
Goddard R, Tschannen-Moran M, Hoy W. A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal. 2001;102(1):3-17.
Pianta R. Teacher—child relationships and early literacy. In D. Dickinson & S. Neuman (Eds.), Handbook of early literacy research. New York, London: The Guilford Press. 2006;2:149-162.
Suldo SM, Friedrich AA, White T, Farmer J, Minch D, Michalowski J. Teacher support and adolescents’ subjective well-being: A mixed methods investigation. School Psychology Review. 2009;38(1):67-85.
Barile JP, Donohue DK, Anthony ER, Baker AM, Weaver SR, Henrich CC. Teacher–student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth & Adolescence. 2012;41(3):256-267.
Education Sector Review Commission. Education without compromise. Thimphu, Bhutan Freiberg H, Huzinec C, Templeton S. Classroom management – A pathway to student achievement. Elementary School Journal. 2008-2009;110 (1):64-80.
Royal Education Council. The quality of school education in Bhutan: Reality & opportunities. Thimphu: REC; 2009.
Norris JA. Looking at classroom management through a social and emotional learning lens. Theory into Practice. 2003;42(4):313-318.
DOI:132.174.255.116
Trigwell K, Ellis RA, Han F. Relations between students’ approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education. 2012;37(7):811-824. DOI:10.1080/03075079.2010.549220
Bernstein-Yamashiro B, Noam GG. (2013b, Spring). Relationships, learning, and development: A student perspective. 2013b;(137):27-44.
DOI:10.1002/yd.20046
Sanders JA, Wiseman RL. The effects of verbal and nonverbal teacher immediacy on perceived cognitive, affective and behavioral learning in the multicultural classroom. Communication Education. 1990;39:341-353.
Neiheiser LM. Students in foster care: Individualized school-based supports for successful lives. National Association of School Psychologists. 2015;9(1):21-31.
Wubbels T. Editorial: Student perceptions of teacher–student relationships in class. International Journal of Educational Research. 2005;43:1-5
DOI:10.1016/j.ijer.2006.03.00
Vitto JM. Relationship-driven classroom management: Strategies that promote student motivation. Thousand Oaks, CA: Corwin Press; 2003.
Davis HA. Exploring the contexts of relationship quality between middle school students and teachers. The Elementary School Journal. 2013;106(3):193-223.
Harris B. Battling boredom: 99 strategies to spark student engagement. Larchmont, NY: Eye on Education; 2010.
Sutliff M, Higginson J, Allstot S. Building a positive learning environment for students: Advice to beginning teachers. Strategies: A Journal for Physical and Sport Educators. 2008;22(1):31-33.
Hughes JN, Chen Q. Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental; 2011.
Lessard A, Poirier M, Fortin L. Student–teacher relationship: A protective factor against school dropout? Procedia Social and Behavioral Sciences. 2010;2(2):1636.
Weissberg R. Why social and emotional learning is essential for students [Web log post]; 2016
Retrieved from http://www.edutopia.org
Schonfeld DJ, Weissberg RP, Voyce C, Tomlin R, Adams RE, Fredstrom BK, et al. Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning. School Psychology Quarterly. 2015;30(3):406-420.
Newberry M. Identified phases in the building and maintaining of positive teacher student relationships. Teaching and Teacher Education. 2010;26:1695-1703.
Veldman I, Van Tartwijk J, Brekelmans M, Wubbels T. Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education: An International Journal of Research and Studies. 2013;32: 55-65.
Merriam S. Qualitative research: A guide to design and implementation. Revised and expanded from qualitative research and case study applications in education. San Francisco: Jossey-Bass; 2009.
Lee J. The effects of the teacher-student relationship and academic press on student engagement and academic performance. International Journal of Educational Research. 2012;53:330-340.
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