Authors retain the copyright without restrictions for their published content in this journal. HSSR is a SHERPA ROMEO Green Journal.
Publishing License
This is an open-access article distributed under the terms of
FAIR AND INCLUSIVE SECONDARY SCHOOL EDUCATION: A STUDY OF GAP BETWEEN TEACHERS-STUDENTS RELATIONSHIP
Corresponding Author(s) : Tahira Roohi
Humanities & Social Sciences Reviews,
Vol. 9 No. 2 (2021): March
Abstract
Purpose of the study: The current study was conducted to examine the cognitive and motivational variables believed in inculcating the maturity of the teacher-student relationship and, in turn, school success.
Methodology: The survey and observation method was utilized, and the sample was a random sample of 248 teachers and 566 students of grades 9 and 10 from four sample districts of Khyber Pakhtunkhwa, Pakistan. The Chi-Square Test was applied to scrutinize the contrast between fair and inclusive secondary school education and the teacher-student relationship.
Main Findings: The results suggested that it is essential for teachers to transfer their positive and motivational attitude, sincerity, and emotional stability to students according to settings in order to develop fair and inclusive secondary school education.
Applications of the study: The current study is useful for KPESE because it focuses on improving the present status of secondary school education; for this reason, they allocate resources and set up an IMU system for staff and school success.
Novelty/Originality of the study: For the first time, the current research was conducted to clarify the bond between fair and inclusive secondary school education in Khyber Pakhtunkhwa, Pakistan, with healthy, positive, strong teacher-student relationships.
Keywords
Download Citation
Endnote/Zotero/Mendeley (RIS)BibTeX
- Agrawal, A. (2019). 10 Things To Create Miracle Relationship Between Teacher And Student. eduvoice The voice of Higher Education International Conference on Emerging Trends in Information ICETIT.
- Albrecht, S. F., Johns, B. M., & Olorunda, O. (2009). Working conditions as risk or; resiliency factors for teachers of students with emotional and behavioral disabilities. Albrecht, S. F., Johns, B., Mounsteven, J., & Olorunda, O. (2009). Working conditions as risk or ; resiliency factors for teachePsychology in the Schools, 46, 1006-1022. https://doi.org/10.1002/pits.20440 DOI: https://doi.org/10.1002/pits.20440
- Ang, R. P., Ong, S. L., & Li, X. (2020). The student version of the Teacher–Student Relationship Inventory (S-TSRI): Development, validation, and invariance. Frontiers in Psychology, 1724. https://doi.org/10.33 89/fpsyg.2020.01724 DOI: https://doi.org/10.3389/fpsyg.2020.01724
- Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229. https://doi.org/10.1016/j.jsp.2006.02.002 DOI: https://doi.org/10.1016/j.jsp.2006.02.002
- Barksdale, M. A., & Triplett, C. F. (2010.). Valuing Children's Voices. Current Issues in Education, 13(4), 345-370.
- Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass. San Francisco, CA: Jossey-Bass.
- Cacciatore, G. (2021). Teacher-Student Relationships Matter. With attention to self-care and support from leaders, teachers can build strong relationships with students, whether in person or online.
- Cancio, E., Albrecht, S. F., & Johns, B. H. (2013). Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders. Education and Treatment of Children, 36(4), 71-94. https://doi.org/10.1353/etc.2013.0035 DOI: https://doi.org/10.1353/etc.2013.0035
- Connor, O., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120-162. https://doi.org/10.310 2/0002831210365008 DOI: https://doi.org/10.3102/0002831210365008
- Crosnoe, R., Johnson, M., & Elder, G. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77, 60-81. https://doi.org/10.1177/003804 070407700103 DOI: https://doi.org/10.1177/003804070407700103
- Cushman, P., & Cowan, J. (2010). Enhancing student self-worth in the primary school learning environment: Teachers' views and students' views. Pastoral Care in Education, 28, 81–95. https://doi.org/10.1080/0 2643944.2010.481311 DOI: https://doi.org/10.1080/02643944.2010.481311
- Davis, H. (2003). Conceptualizing the role and influence of student–teacher relationships on children's social and cognitive development. Educational Psychologist, 5(2), 207-234. https://doi.org/10.1207/S15326985EP3804_2 DOI: https://doi.org/10.1207/S15326985EP3804_2
- Drew, R. (2021). Legal – The student-teacher relationship: how close is too close? Queensland Teachers' Journal, 126(2), 564-575.
- Dulay, S., & KaradaÄŸ, E. (2017). The effect of school climate on student achievement. In The factors effecting student achievement (pp. 199-213): Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007 /978-3-319-56083-0_12 DOI: https://doi.org/10.1007/978-3-319-56083-0_12
- Easter, L. M., Shultz, E. L., Neyhart, T. K. et al. (1999). Weighty perceptions: A study of attitudes and beliefs of pre-service teacher education students regarding diversity and urban education. The Urban Review,, 31(2), 205-220. https://doi.org/10.1023/A:1023287608741 DOI: https://doi.org/10.1023/A:1023287608741
- Firmender, J. M., Gavin, M. K., & McCoach, D. B. (2014). Examining the Relationship Between Teachers' and Students' Mathematics Achievement. Journal of Advanced Academics, 25(3), 214– 236. https://doi.org/10.11 77/1932202X14538032 DOI: https://doi.org/10.1177/1932202X14538032
- Fives, H., & Gill, M. (2015). International Handbook of Research on Teachers' Beliefs. Educational Psychology Handbook Series. Patricia A. Alexander. Taylor & Francis. Routledge. https://doi.org/10.4324/9780203108437 DOI: https://doi.org/10.4324/9780203108437
- Goos, M. (2004). Learning mathematics in a classroom community of inquiry. Journal for Research in Mathematics Education, 35, 258-291. https://doi.org/10.2307/30034810 DOI: https://doi.org/10.2307/30034810
- Hamre, B., & Pianta, R. (2008). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301 DOI: https://doi.org/10.1111/1467-8624.00301
- Hashim, M., Ullah, M., Khan, M.A., (2017). Impact of time flexibility on employees' performance: A study of teaching faculty in government colleges of management sciences Peshawar. City University Research Journal, 2(2), 34-47.
- Hussain, A. (2015). www. ipripak. org/education-system-of pakistan-issues-problems-and-solutions. Retrieved April 18, 2018, from Education system of Pakistan: Issues, problems and solutions.
- Jiang, H. (2007). Research of teacher-student relationship under the new curriculum. . Journal of Ningbo Institute of Education, 9(1), 59-62., 59-62.
- Katsiyannis, A., Zhang, D., & Conroy, M. A. (2003). Availability of special education teachers: Trends and issues. Remedial and special education, 24(4), 246-253. https://doi.org/10.1177/07419325030240040701 DOI: https://doi.org/10.1177/07419325030240040701
- Mahler, D., Grossschedl, J., & Harms, U. (2018). Does motivation matter?–The relationship between teachers' self-efficacy and enthusiasm and students' performance. . PloS one,, 13(11), e0207252. https://doi.org/10.13 71/journal.pone.0207252 DOI: https://doi.org/10.1371/journal.pone.0207252
- OECD. (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools. OECD Publishing. https://doi.org/10.1787/9789264130852-en DOI: https://doi.org/10.1787/9789264130852-en
- Prummer, K. E., Amador, J. M., & Wallin, A. J. (2016). Persevering With Prisms: producing Nets. National Council of Teachers of Mathematics., 21(8), 472-479. https://doi.org/10.5951/mathteacmiddscho.21.8.0472 DOI: https://doi.org/10.5951/mathteacmiddscho.21.8.0472
- Robson, C. (2002). Real World Research (2 ed.). Victoria Australia: Blackwell.: Blackwell.
- Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement: a meta-analytic approach. Rev. Educ. Res., 81, 493–529. https://doi.org/10.3102/0034654311421793 DOI: https://doi.org/10.3102/0034654311421793
- Simon, F., Małgorzata, K., & Beatriz, P. O. N. T. (2007). Education and training policy no more failures ten steps to equity in education: Ten steps to equity in education. . OECD Publishing.
- Sliver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43(1), 39-60. https://doi.org/10.1016/j.jsp.2004.11.003 DOI: https://doi.org/10.1016/j.jsp.2004.11.003
- Soares, F. (2015). The Relationship Between Teachers and Students in the Classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning. Virtual Commons – .Bridgewater State University. Master Thesis and Projects.
- Wallace, T. L., Wallace, T. L., Ye, F., & Chhuon, V. (2012). Subdimensions of adolescent belonging in high school. Applied Developmental Science, 16(3), 122-139. https://doi.org/10.1080/10888691.2012.695256 DOI: https://doi.org/10.1080/10888691.2012.695256
- Yount, R. (2006). Research design and statistical analysis for Christian Ministry : Research Fundamentals. Fort Worth: WR Yount
References
Agrawal, A. (2019). 10 Things To Create Miracle Relationship Between Teacher And Student. eduvoice The voice of Higher Education International Conference on Emerging Trends in Information ICETIT.
Albrecht, S. F., Johns, B. M., & Olorunda, O. (2009). Working conditions as risk or; resiliency factors for teachers of students with emotional and behavioral disabilities. Albrecht, S. F., Johns, B., Mounsteven, J., & Olorunda, O. (2009). Working conditions as risk or ; resiliency factors for teachePsychology in the Schools, 46, 1006-1022. https://doi.org/10.1002/pits.20440 DOI: https://doi.org/10.1002/pits.20440
Ang, R. P., Ong, S. L., & Li, X. (2020). The student version of the Teacher–Student Relationship Inventory (S-TSRI): Development, validation, and invariance. Frontiers in Psychology, 1724. https://doi.org/10.33 89/fpsyg.2020.01724 DOI: https://doi.org/10.3389/fpsyg.2020.01724
Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229. https://doi.org/10.1016/j.jsp.2006.02.002 DOI: https://doi.org/10.1016/j.jsp.2006.02.002
Barksdale, M. A., & Triplett, C. F. (2010.). Valuing Children's Voices. Current Issues in Education, 13(4), 345-370.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass. San Francisco, CA: Jossey-Bass.
Cacciatore, G. (2021). Teacher-Student Relationships Matter. With attention to self-care and support from leaders, teachers can build strong relationships with students, whether in person or online.
Cancio, E., Albrecht, S. F., & Johns, B. H. (2013). Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders. Education and Treatment of Children, 36(4), 71-94. https://doi.org/10.1353/etc.2013.0035 DOI: https://doi.org/10.1353/etc.2013.0035
Connor, O., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120-162. https://doi.org/10.310 2/0002831210365008 DOI: https://doi.org/10.3102/0002831210365008
Crosnoe, R., Johnson, M., & Elder, G. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77, 60-81. https://doi.org/10.1177/003804 070407700103 DOI: https://doi.org/10.1177/003804070407700103
Cushman, P., & Cowan, J. (2010). Enhancing student self-worth in the primary school learning environment: Teachers' views and students' views. Pastoral Care in Education, 28, 81–95. https://doi.org/10.1080/0 2643944.2010.481311 DOI: https://doi.org/10.1080/02643944.2010.481311
Davis, H. (2003). Conceptualizing the role and influence of student–teacher relationships on children's social and cognitive development. Educational Psychologist, 5(2), 207-234. https://doi.org/10.1207/S15326985EP3804_2 DOI: https://doi.org/10.1207/S15326985EP3804_2
Drew, R. (2021). Legal – The student-teacher relationship: how close is too close? Queensland Teachers' Journal, 126(2), 564-575.
Dulay, S., & KaradaÄŸ, E. (2017). The effect of school climate on student achievement. In The factors effecting student achievement (pp. 199-213): Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007 /978-3-319-56083-0_12 DOI: https://doi.org/10.1007/978-3-319-56083-0_12
Easter, L. M., Shultz, E. L., Neyhart, T. K. et al. (1999). Weighty perceptions: A study of attitudes and beliefs of pre-service teacher education students regarding diversity and urban education. The Urban Review,, 31(2), 205-220. https://doi.org/10.1023/A:1023287608741 DOI: https://doi.org/10.1023/A:1023287608741
Firmender, J. M., Gavin, M. K., & McCoach, D. B. (2014). Examining the Relationship Between Teachers' and Students' Mathematics Achievement. Journal of Advanced Academics, 25(3), 214– 236. https://doi.org/10.11 77/1932202X14538032 DOI: https://doi.org/10.1177/1932202X14538032
Fives, H., & Gill, M. (2015). International Handbook of Research on Teachers' Beliefs. Educational Psychology Handbook Series. Patricia A. Alexander. Taylor & Francis. Routledge. https://doi.org/10.4324/9780203108437 DOI: https://doi.org/10.4324/9780203108437
Goos, M. (2004). Learning mathematics in a classroom community of inquiry. Journal for Research in Mathematics Education, 35, 258-291. https://doi.org/10.2307/30034810 DOI: https://doi.org/10.2307/30034810
Hamre, B., & Pianta, R. (2008). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301 DOI: https://doi.org/10.1111/1467-8624.00301
Hashim, M., Ullah, M., Khan, M.A., (2017). Impact of time flexibility on employees' performance: A study of teaching faculty in government colleges of management sciences Peshawar. City University Research Journal, 2(2), 34-47.
Hussain, A. (2015). www. ipripak. org/education-system-of pakistan-issues-problems-and-solutions. Retrieved April 18, 2018, from Education system of Pakistan: Issues, problems and solutions.
Jiang, H. (2007). Research of teacher-student relationship under the new curriculum. . Journal of Ningbo Institute of Education, 9(1), 59-62., 59-62.
Katsiyannis, A., Zhang, D., & Conroy, M. A. (2003). Availability of special education teachers: Trends and issues. Remedial and special education, 24(4), 246-253. https://doi.org/10.1177/07419325030240040701 DOI: https://doi.org/10.1177/07419325030240040701
Mahler, D., Grossschedl, J., & Harms, U. (2018). Does motivation matter?–The relationship between teachers' self-efficacy and enthusiasm and students' performance. . PloS one,, 13(11), e0207252. https://doi.org/10.13 71/journal.pone.0207252 DOI: https://doi.org/10.1371/journal.pone.0207252
OECD. (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools. OECD Publishing. https://doi.org/10.1787/9789264130852-en DOI: https://doi.org/10.1787/9789264130852-en
Prummer, K. E., Amador, J. M., & Wallin, A. J. (2016). Persevering With Prisms: producing Nets. National Council of Teachers of Mathematics., 21(8), 472-479. https://doi.org/10.5951/mathteacmiddscho.21.8.0472 DOI: https://doi.org/10.5951/mathteacmiddscho.21.8.0472
Robson, C. (2002). Real World Research (2 ed.). Victoria Australia: Blackwell.: Blackwell.
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement: a meta-analytic approach. Rev. Educ. Res., 81, 493–529. https://doi.org/10.3102/0034654311421793 DOI: https://doi.org/10.3102/0034654311421793
Simon, F., Małgorzata, K., & Beatriz, P. O. N. T. (2007). Education and training policy no more failures ten steps to equity in education: Ten steps to equity in education. . OECD Publishing.
Sliver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43(1), 39-60. https://doi.org/10.1016/j.jsp.2004.11.003 DOI: https://doi.org/10.1016/j.jsp.2004.11.003
Soares, F. (2015). The Relationship Between Teachers and Students in the Classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning. Virtual Commons – .Bridgewater State University. Master Thesis and Projects.
Wallace, T. L., Wallace, T. L., Ye, F., & Chhuon, V. (2012). Subdimensions of adolescent belonging in high school. Applied Developmental Science, 16(3), 122-139. https://doi.org/10.1080/10888691.2012.695256 DOI: https://doi.org/10.1080/10888691.2012.695256
Yount, R. (2006). Research design and statistical analysis for Christian Ministry : Research Fundamentals. Fort Worth: WR Yount