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Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 20
https://creativecommons.org/licenses/by-nc/4.0/
Teacher-Students’ Relationship and Students’ Academic
Performance in Public Secondary Schools in Magu
District, Tanzania
Mahona Joseph Paschal
Demetria Gerold Mkulu
ABSTRACT
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.
Keywords: Academic performance, Relationships, Teacher - student relationships, Public
Secondary Schools
INTRODUCTION
The development of any society depends on the quality of education, and the quality of
education depends on the quality of teachers, students and effective involvement of
parents in education. Clinton and Hattie (2013). Teaching requires new teaching
technique, teacher’s perspectives, teaching strategies, and value for the classroom.
Up to this time, many learning institutions and their managements are strongly focussing
Mahona Joseph Paschal and Sr. Demetria Gerold Mkulu (Ph.D) are Lecturers in the Department
of Educational Foundation, St. Augustine University of Tanzania, Email.
pajo.toronto@gmail.com, mkuludemetria@gmail.com.
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 21
https://creativecommons.org/licenses/by-nc/4.0/
on measuring teachers’ effectiveness and students’ performance in schools (Burke,
2010). Teachers play a vital position in promoting education, learning and professional
growth of learners. It is believed that, academic success of learners and schools is due
to strong teacher-student relationship. Some of authors have shown the truth that the
quality connection between educators and learning are a key elements to learning.
Aultman, Williams-Jonson & Schutz, (2009) describes that the kind and worth
of relationships formed by instructors and learners are key to successful teaching and
learning. Through Aultman, Williams-Jonson, & Schutz, (2009) we learn that, a teacher
has skills, attitude and knowledge which can play a significant role in students’ academic
performance and how to make a meaningful life after school. Students who have close,
supportive and positive relationships with their teachers attain higher level of
achievements than those students with more conflicting relationships with teachers.
Dianat & Abedini (2016) describes that – to make a successful and effective learning
happen, teachers need to be motivated, enthusiastic and engage students. Through
my experiences as a teacher in public schools, I witnessed some students failed, and
others were expelled from school because of improper behaviours that broke the
quality of the relationship with teachers.
In Tanzania, many researches are ongoing and others have already been done
in the field of Education to assess the affect of teacher-student relationship on school
and academic performance, the scholars have witnessed that the lack of professional
relationship between teachers and students have always been a challenge that has
affected the sector of education in many negative ways. However, there is a well-built
peception that the quality of teacher–student relatinships is essential for learning and
teaching in the learning contexts. Santrock (2007) asserts that relationship behaviours
of instructors greatly influence academic performance. Santrock further describes that,
instructors – student relationships are essential to one’s social and emotional maturity,
they have the potential influence on how a student suceeds in school. This is to say
that, interpersonal teacher-student relationships develop student experiences with
success by giving continual monitoring as the students move into the academic pursuite
in schools. Downey (2008) in his work says that, the quality of the relationship amongst
a student and the teacher will results in a better degree of learning in the classroom.
Through the student–teacher interaction, our conceptualizations to motivation
lead to quality learning (Downey, 2008). (Downey, 2008) concludes that the
interpersonal relationship among teachers and students in the instructional settings affect
the school and students learning. Nugent (2009) suggests that creating a sense of
wellbeing in the relationship between teachers and students influences learning and
academic performance. Teachers can motivate students during learning process. These
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 22
https://creativecommons.org/licenses/by-nc/4.0/
relationships help a teacher to know the students’ need and help them to feel protected
and confident in learning development. Larson (2011) says, nowadays, the existence
of positive relationships inside the classroom is considered as possibly the most
prominent factors in language learning, it may influence whichever in positive or negative
ways, students’ achievement and enthusiasm to work as well as advance their
knowledge and social skills. O’Connor (2008), Newberry and Davis (2008) describe
that teacher–student relationships are often mentioned as one of the core reasons for
staying in the profession and they are a catalyst to learning, motivation and academic
success. Downey (2008), Nugent (2009) and Larson (2011) have exposed a lesson
that teachers get essential rewards from close relationships with their students and
poor perfomances when relationships are lacking respect and professional friendship
in the learning environment. Through the evidence from available literature, it seems
that the formation of personal, supportive teacher - student relationships inherently
demands emotional involvements from teachers. For students, it is evident that the
effective quality of the teacher – student relationship is a vital factor in their school and
academic success.
Tanzania has experienced an alarming increase in the number of students failing
in public secondary schools since its independence. Despite the fact that the government
has made a number of reforms in the system of education such as improvement of
curriculum, allocation of funds, training and hiring of new teachers as well as construction
of infrastructure in public secondary schools, the issue of poor students academic
performance, poor teacher -student relationship continues to be a big challenge in
public secondary schools in Tanzania as supported by Larson (2011) that nowadays
the existence of positive relationships inside the classroom is considered as possibly
the most prominent factors in performance of students, achievement and enthusiasm
to work as well as advance their knowledge and social skills. In relation to that, most
of the researches in Tanzania are done to assess the factors that contribute to the
massive failure of students within public secondary schools. The majority focus on
assessing learning materials and the environment than looking at how teacher –students’
relationship can affect the academic performance of the learners. Therefore, this study
intended to bring a perspective to how the teacher–students relationship influences
students academic performance in public schools in Tanzania. The purpose was to
determine the impact of teacher- student relationship on students’ academic performance
in public secondary schools in Magu District, Tanzania. Specifically, it aimed at:
i. Identifing the components of the teacher – student relationship that are essential
to the teaching and learning profession in public secondary schools in Magu
District
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 23
https://creativecommons.org/licenses/by-nc/4.0/
ii. Determining the contribution of teacher-student relationships to academic
performance in public secondary schools in Magu District
iii. Assessing the challenges encountered by students who miss the teacher -
students relationship in Public secondary schools in Magu District.
iv. Establishing possible measures which could be used to enhance the teacher-
student relationship in public secondary schools in Magu District.
In line with the aim of the study, the following questions were utilized to guide the study
i. What are the components of the teacher – student relationship that are essential
to the teaching and learning profession in public secondary schools in Magu
District?
ii. What contribution does teacher-student relationships have on students’
academic performance in public secondary schools in magu District?
iii. What challenges do students who are part of a poor teacher-students
relationship face in public secondary schools in Magu District?
iv What possible measures could be used to enhance the teacher - student
relationship in public secondary schools in Magu District?
Essential Components of the Teacher–Student Relationship to Teaching
The learner is a negotiator in the learning development and the objective of learning.
Richard & Rogers (2011) argue that learners have the responsibility to partake in
classroom activities that are based on a cooperative rather than indibvidualistic approach
to learning. Students have to be confortable with listening in the group. This stand
point signifies that relationship is a need that students ought to strive for in order to
achieve their goals. They need to be in relationship with their teachers to enable
experience school in a positive way that can resulit in academic achievement.
Richard & and Rodgers (2011) note that the teacher can also be assumed to
be a counsellor, group process manager and effective communicator in the classroom.
In such ways, teachers need to reflect on how they can assist their students toward
success. This is an important component that maintains higher expectations for each
student. They also have a big role in facilitating the communication process between
students to act as an independent contributor within the learning environment and they
inspire students to re-imagine their future. Macpherson (2007) notes that ‘cooperative
learning is part of a group of teaching and learning techniques where students interact
with each other to acquire and practice the elements of a subject matter to meet
common learning goals’. Cooperative learning is a very formal structuring of activities
in a learning context that includes specific elements intending to increase the potential
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 24
https://creativecommons.org/licenses/by-nc/4.0/
for rich and deep learning (Macpherson, 2007). It provides a chance to encourage
and support each other in the learning environment. This point really shows the truth of
interdependence in the group that members are responsible for each other‘s success.
The teacher may observe and intervene if necessary to ensure that the task is done
accordingly. Tickett and Moos (1973) as cited in Myers and Claus, (2012) state that
the classroom environment consists of dimensions; the ability for students to develop
relationships with their instructors and peers and the extent to which students can
engage in learning activities, and the general structure of the classroom provided by
the instructor.
Many learners still seem to depend completely on the teacher to impart
knowledge (Narváez, 2009). Teachers carry the whole duty for education; while
learners or students are supposed to listen and often do not even have any idea at first
of what occurs in the classroom. However, this practice is changing owing to educational
and social reforms that need to be developed. Nugent (2009) suggests that to create
a strong relationship, teachers need to motivate during the learning process. Relationships
are formed in the social groups of both teachers and students, and especially in
educational contexts. As a result, teachers and students need to play more of an active
role towards achieving academic success; they have to establish a more positive and
professional relationship. Motivation plays a very crucial role in the process of building
good relationships in school, as it encourages students to work very hard so that they
could be given again.
Downey (2008), on his work ‘Recommendations for fostering educational
resilience in the classroom’ suggests the use of reciprocal teaching as an effective
instructional tool; one that requires the building of a strong interaction between teachers
and students as they develop an inquiry – oriented approach to learning’. Based on my
experience as a teacher, I learned that the teaching process that is set through structural
dialogue technique between teachers and students is the key for providing the opportunity
to create a good and professional relationship in the learning contexts. Having a
socializing environment between teachers and students helps in instilling values and
experiences such as motivation to learn actively in the classroom or learning environment.
Warshof and Rappaport (2013) have clearly explained the value of support
and openness in order to create and cultivate a professional relationship between learners
and teachers in the school. They impress on educational leaders the importace of
providing support to teachers so that they may have a key help to maintain the formed
relationship with the students. It is clear that strong and quality relationships need
support to provide teachers with guidance on relationship building and maintaining
strategies in the learning environment. O’Connor, Dearing and Collins (2011) confirm
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 25
https://creativecommons.org/licenses/by-nc/4.0/
‘the importance of fostering school teachers’ awareness of the role of their relationships
with students, and provide teachers with information on how to develop relationships
in the classroom and school in general. Hallinan (2008) recommends learning to be a
cognitive and socio-psychological process. His research has shown that students who
like school have higher academic achievements. This means that creating supportive
and professional relationships with students give teachers additional strengths that
promote learning with joy and pleasure as of a wide range of students’ interests. Larson
(2011) says that attitude and achievements that students develop inside the school
have an important impact on teacher-student relationships in schools.If students feel
comfortable with the teacher and the school environment, they can make more positive
and professional relationship such as friendship, develop a better way to behave and
improve in their social thinking.
According to Fosnot (2005), fulfilment of students’ expectations may be
directly linked to motivation and performance in learning.’ For example, providing
motivation to the way students and teachers behave in the classroom can create a
strong relationship because to a certain extent, they are influencing each other. Dillon
(2010) confirms that ‘it is during the first lesson when both students and teacher establish
the basis for their relationship. The greetings, the role and what it is has expected of
each other is discussed.’ The basis of the relationship between teachers is made
during the first time people meet.
For example, human beings have set up relationships based on what they
shared from the first time of meeting. Hence teachers and students do the same in
formulating their relationships in the learning contexts. Reeve (2006) has mentioned
educator’s characteristics that may help in creating healthy and productive relationships
such as gentleness, discipline, relatedness and supportiveness. Hence, it is important
to note that these characteristics seem to be the codes of caring.
The Contribution of Teacher-Students Relationship to Students’ Academic
Performance
A good and professional relationship is required to create safe contexts and give students
confidence in their capability to work without pressure and become motivated to learn
(O’Connor, Dearing and Collins, 2011). This especially happens when students are
guided by positive emotional stimuli, they are better able to recall newly learned
information (Nelson & Lorber, 2009). Here, it should be emphasized that students
feel motivated, influenced and stimulated to actively participate with their teachers
when the teaching and learning environment is safe and supportive. That is the teacher
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 26
https://creativecommons.org/licenses/by-nc/4.0/
– student’s relationship is vital to learning and academic performance. According to
Fraser, Adridge and Soerjaningsih (2010), teachers should establish a professional
relationship with their students, because the creation and maintenance of a positive
classroom climate plays an important role in rendering the teaching and learning process
more effective and efficienty. Hence, students in quality relationships with their teachers
are helped in improving and fostering knowledge, attitude, skills and social development.
Also, students with higher quality relationships take part more often and are more
engaged in the learning perspectives than the students with a lower quality relationship.
O’Connor (2008) states that personal relationships with students gives teachers internal
rewards and gives meaning to their work. Based on this viewpoint, teacher - student
relationship helps teachers create a sense of trust and increase the number of
opportunities to sustain a meaningful role in the learning context.
Teacher – Student’s relationships play a very important role in developing a
mental picture of an individual. Ewnetu and Fisseha (2008) postulate that teachers
have the basic needs for relatedness among the students in their class which can play
an important role in students’ s self-concepts, the expectation towards scholastic
achievements as well as how to make a meaningful life after school. Hence, a student’s
self-esteem development is the overall sense of support a student feels from the important
people around them. Myers and Pianta (2008) confirm that teacher – students
relationship is fundamental to healthy development of students in school especially
with regard to the student’s self esteem. Lee (2007) notes that the trust developed in
teacher - student relationships can contribute to students’ academic performance.
Student – teacher relationship can influence students’ future paths towards academic
excellence (Lee, 2007). Hence, as noted by Lee (2007), a good and professional
relationship between teachers and students is essential in creating a safe context and
gives confidence to learners to work without pressure and become motivated to learning.
Stipek and Miles (2008) propose that the type of relationship between the
teacher and the student can greatly influence the behaviour of the student’s sense of
social acceptance in the learning contexts and academic performance. This means that
teacher student relationship has long-term inferences for social and academic excellence.
These relationships may reduce the risk of negative behavioural outcomes. Positive
relationships have similar benefits for students. The student –teacher relationships play
an important role of reducing the chances of future bad outcomes such like dropping
out of school. Lastly, the effective teacher – students’ relationships encourage greater
confidence and classroom engagement in much the same manner as sensitive parenting
creates an environment of safety and confidence.
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 27
https://creativecommons.org/licenses/by-nc/4.0/
The Challenges Encountered by Students Who Missed the Teacher–Students
Relationship
Buyse, Verschueren, Verachtert & Van Damme (2009) infer that children who
experience conflicts in teacher - student’s relationships in their first grade demonstrate
lower achievement. This means that students who perceive their relationship negatively
are found to have lower performance in their studies than those with quality involvement.
Ewnetu and Fisseha (2008) assert that a positive relationship is associated with better
performance and a negative relationship is related to a downward trend in achievement.
Hence, there is no doubt that students who lack quality teacher - student relationship
are experiencing lower academic performance.
Zeichner (2011) conducted a study on improving teacher education in the
United State and comes up with the findings that students who miss the teacher- students
relationship fear their teachers. The findings show that fear affect them to participate
effectively in the classroom and outside the classroom. Hence, he concludes that students
become free when teachers involve students in the classrooms and make they to be his
or her friends. The fear of students who miss teacher- student relationship caused by
heavy punishments, use of abusive language, humiliation and feveratision affects
academic performance. Also, Dillon (2010) conducted a study on what works in the
classroom and comes up with the findings that students who miss teacher – student
relationship alway feel lonlely in the classroom. Most of them dropout of school because
they lack support and assistance from their teachers.
The study conducted by Kalinga (2013) on the causes of drop- out in
secondary schools in Tanzania discovers that most of the students who drop out from
school are influenced by external factors such as empoloyment opportunities, life
difficulties and lack of parents’ awareness on education; poor relationship with their
teachers and students in school. Students find that the best way to get peace is to leave
the school and interact with other members in the community. The study conducted by
Battin-Pearson (2000) had different findings that the major factors influencing dropout
to students beyond 23 years is poor academic achievement, followed by poor
relationship with teachers and fellow students;, students who had deviant friends were
more likely to drop out of school early regardless of their achievement in school.
Borman & Overman (2004) conducted a study on Academic resilience in
mathematics among poor and minority students and come up with the findings that
there is greater relationship between teacher- student relationship and students’
academic performance. They identify that students who miss teacher – students
relationship are in a great position to fail their final examinations. Therefore, the study
concluded that poor performance of some students in schools is caused by teachers
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 28
https://creativecommons.org/licenses/by-nc/4.0/
who treat their students negative. Downey (2008) conducted a study on the
recommendations for fostering educational resilience in the Classroom and reports
that teachers should show good relationship with their learners. The findings show that
teachers with poor relationship with their learners lead them into failure). Downey
(2008) indicates that students are the one who are mostly affected if the teachers do
not show good relationship to their learners.
Possible Measures that could be used to Enhance Teacher-Student Relationship
in School
One of the main intentions in teaching and learning is to bring both professional growth
and academic progress in learners. Therefore, there is a big need to create secured
settings and measures that may establish positive relationships and enhance the learning
and teaching process. Gitonga (2012) carried out a study on the influence of teacher’s
motivation on students’ academic performance in Kenya andfinds that good living
conditions, good salary and professional development for teachers has an impact on
learner’s achievement because these cause teachers to like their work and influence
their students to be a fundamental part of the school. Adeyinka, Asabi and Adedotun
(2013) state that when right quantity and quality of human resources are brought
together, it may manipulate other resources towards realising institution objectives and
goals. So, this gives the direction that the relationships in school are infused by the
bringing together; the quality and quantity of human resources.
Richard and Rodgers (2011) argues that learners have to take part in
classroom activities based on the supportive rather than individualistic approach to
learning. Every learner must have participation with his/her teachers in the classroom,
cooperative learning in a learning contexts allows the formation of groups that are
responsible to solve tasks in the school and for providing support to one another.
According to Murray and Pianata (2009) classroom structures, routines, rules and
activities convey a sense of community and continuity to students. Murray and Pianata
(2009 also considers that such structures can also promote positive relationships within
the classroom. It is evident that a well-organized classroom provides students with a
consistent safe setting where expectations for appropriate behaviours are clearly stated
and reinforced. Through this, teachers are also provided with various numbers of
opportunities to develop and sustain relationships with their students in the classroom.
Motivation is an inter nal state that produces energy that gives impetus for action
and further determines directions and intensity of behaviour or undertaken actions
(Dianat and Abedini, 2016). This means that motivation is that guiding principles that
enable people to stay focused on the path of success regardless of the challenges that
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 29
https://creativecommons.org/licenses/by-nc/4.0/
maybe encountered. However, Fosnot (2005) supports that students may feel more
comfortable and motivated to learn when teachers make some kind of effort to reward
and encourage them, demonstrate patience during teaching and managing behaviour.
Marzano R. and Marzano J. (2003) explain that, in order to foster a positive
relationships between teachers and students inside the classroom, the teacher needs
to be aware of both academic and emotional needs of the students such as empathy,
as well as how they have to be treated inside and outside classroom. This means that,
caring and treating the students in a friendly, respecting and being sincere and professional
may make the relationships stronger and more positive.
METHOD
This study employed causal research design whereby six secondary schools in the
Magu District of Tanzania were investigated. The participants from the selected schools,
probability and non probability sampling techniques were used to select 130 respondents
from the 6 public secondary schools. The respondents include 6 school heads, 57
teachers, 66 students and one District Educational Officer. Students and other teachers
were selected by rondom sampling technique. This technique eliminated all research
bias in selection of respondents for this study, and the sample frame reflected the target
population of the study. In non-probability sampling technique purposeful sampling
was used to select Head of schools and District Educational Officer. The instruments
for data collection are questionnaires and interviews. Quantitative data were presented
using percentage and frequencies where statistical figures as well as tables were
produced as output of the input information. Qualitative data that were obtained from
the interview guide was analysed by descriptive and summarization content analysis
based on the research objectives.
RESULTS AND DISCUSSION
The Components of the Teacher – Student Relationship that are Essential to
the Teaching and Learning Profession
The respondents mentioned various components that make-up the teacher - student
relationship in the schools context. The research has grouped these components into
four categories such as classroom climate, instructional delivery, teacher interactions
and classroom structure arrangement. Classroom Climate refers to the culture of caring
and respect that a teacher builds with the students in the classroom. Under classroom
climate category, the participants were able to mention the following components that
are the key to teacher – student’s relationships as represented in Table 1.
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 30
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Table 1: Essential Components under Classroom Climate
Components Frequency Percentage
Building a sense of togetherness in the classroom 24 42
Creating a sense of trust with students 20 35
Creating student tasks for sense of ownership 50 87.7
Creating constructive routines and methods 7 14
Source: Researcher, 2019
Table 1 shows that 42% of the teachers responded that building a sense of
inclusivness in the classroom is the essential component of teacher – student relationships
while 35% said creating a sense of trust with students, 87.7% responded by saying
that to create student’s tasks for a sense of ownership is a component necessary to the
establishment of teacher - students relationships in the school context, while 14%
constructive routine and methods. This simply means that majority of teachers in public
schools know the components of teacher-students relationships in schools. During the
interview with the Heads of Schools, the respondents explained that building a
relationship within the classroom and school contexts begins with the classroom contexts.
One respondent explains that ‘in order to establish teacher - students relationship in
the classroom, both teachers and students have to build trust that helps to foster
independence in the learning contexts, and responsibilities to complete their tasks as
assigned. Responsibility and accountability in accomplishing tasks give both teachers
and students a sense of ownership in the classroom, such that everyone feels a part of
the class.’
The classroom climate also has clear aims and expectations that are established
together through routines and methods. Respondents stated that ‘both teachers and
students create rules, aims and expectations during the first week of being in the
classroom and school. Teachers provide information and regulations to follow during
learning processes to adjust behaviour and reinforce the culture of support and respect.
Newberry and Davis (2008) argue that the effective quality of the teacher – student
relationship is an important factor in their school and academic success. Relatively,
little is known regarding the interpersonal demands that teachers may experience from
their students. This means that teachers and students both need to know what is expected
during time of teaching as well as in the learning processes.
Delivering instruction is a category that contains methods of interaction that
help to build teacher - student relationship between a student and a teacher in the
learning environment. The essential interaction between a learner and a teacher has
direct impact on learning at every moment of establishing relationship in school.
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International 31
https://creativecommons.org/licenses/by-nc/4.0/
Table 2: Essential components under Delivering Instruction
Items Frequency Percent
Monitoring 70 53.8
Active listening 80 61.5
Re- teaching 57 43.8
Motivating students 125 96.1
Student’s interest 96 73.8
Equitability 68 52.3
Source: Researcher, 2019
The field results as shown on table 2 reveal that most of the respondents
understand the components of teacher - students’ relationships in public secondary
schools. More than 96% of the respondents agree that motivating students is a key
component to the teacher - students relationships in public schools, 73.8% say caring
about student interests is a key component to the teacher - students relationships in
public schools, while 61.5% note that active listening is a key component to the teacher
- students relationships in public schools. In the same vein, 53.8% mention monitoring,
52.3% agree on equitability and 43.8% on re-teaching. Furthermore, Nugent (2009)
supports that creating a sense of wellbeing in the relationship between teachers and
students influences learning and academic performance. During an interview, one of
the Heads of Schools says that a teacher acts as an assistant that plays a part and role
in giving guidance to the students. One of the participants wrote that ‘I am always
looking carefully what the student are doing and I help them (with) what they can’t do’
Re-teaching also is an important component that can accelerate the desire to
build relationships between the teacher and a student. In the study, participants stated
that when they do not understand the lesson, the teacher would come and repeat the
lesson to help students understand it. Another school head says ‘I usually use a new
method to teach my students when I see the one I used didn’t help them understand
the lesson.’ Creating learning opportunities that foster students’ interests also reflects
the relationship that teacher and students build in the learning contexts was another
response given during interview by the District Educational Officer in Magu District.
The District educational officer said; ‘Our teacher would think of what we needed in
the classroom and he used to help us do well in the class. He was a good listener in
terms of what we liked and he used to motivate us as he taught and gave moral
support.’
Equitability refers to a learner’s equal opportunity to be involved in the class
by providing an answer or paricipating in other ways . Providing equal opportunities to
every student help in the promotion of care and the building of relationship among
Journal of Research in Education and Society
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In collaboration with
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them. For example, some of the participants stated that ‘our teachers used to move
from desk to desk to see and check what we are doing. They help us by giving lessons
through watching videos, and listening to the radio. The findings reveal that majority of
the students and teachers are aware of the essential components of building teacher –
students’ relationships in public secondary schools. Fosnot (2005) portrays that the
fulfilment of students’ expectations may be directly linked to motivation and performance
in learning. Therefore, this research realized that most of the participants are aware of
the essential components of teacher - student’s relationships that influence academic
performance in public secondary schools in the Magu District.
Table 3: Contribution of Teacher-Student Relationships to students’ academic
Performance Students Teachers
Variable Percentage Variable Percentage
Helps students feel a strong connection
to the teachers. - - 50 87.7
It help students to feel cared for by
their teachers in the learning contexts. - - 48 84.2
It builds trust and responsibility among
teachers and students from day one
of being in schools 36 54.5 - -
It help students to have freedom of
expression in the classroom - - 54 94.7
It causes students to feel ownerships
in the classroom 30 45.4 - -
It allow teachers and students to be an
integral part of the classroom as they
participate actively 46 69.9 - -
Source: Researcher, 2019
Table 3 reveals that 87.7% of the respondents agree that teacher –student’s
relationships help students feel a strong connection to the teacher in the classroom,
84.2% indicate that teacher – students relationships help students to feel cared about
by their teachers in the learning contexts, 94.7% say that teacher – student’s relationships
help students to feel ownership in the classroom. Interstingly, 54.5% indicate that teacher
- students’ relationships build trust and responsibility among teachers and students
from day one of being in the school environment, 45.4% indicate that the teacher -
students relationships make students feel ownership in the classroom, while 69.9%
indicate that teacher – students relationships allow teacher and students to be an integral
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
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part of the classroom. This conforms with Myers and Pianta (2008) who say that
teacher – students relationships are fundamental to healthy development of students in
school especially to the students’ self-esteem. Therefore, it is concluded that majority
of participants both teachers and students know that the components of teacher –
students relationships are key elements of school in ensuring student academic
performance.
Table 4: Challenges Facing Students who Missed out on Teacher–Students’
Relationships in Public Secondary Schools
Challenges Students Teacher
Frequency Percent Frequency Percent
Poor performance 64 96.6 55 96.4
School dropout 60 90.9 46 80.7
Immoral behaviour 40 60.6 50 87.7
Loneliness 56 84.8 54 94.7
Stress 30 45.4 42 73.6
Lack of confidenceand lack of
professional support 46 69.6 57 100
Source: Researcher, 2019
In this study which involved teachers, students, School Heads and the District
Education Officer, 96.6% of the students and 96.4% of the teachers point out that
poor performance is one of the biggest challenges that students who missed out on
teacher – students’ relationships in the learning context are facing, while 90.9% of
students and 80.7% of teachers maintain that school dropout is a challenge that students
who missed out on teacher – students’ relationships in schools are facing. In the same
vein, 60.6% of students as well as 87.7% of teachers have shown that one of the
challenges is immoral behaviour due to the influence of peer pressures. Loneliness is
another challenge that was mentioned by 84.8% of student and 94.7% of teachers;
45.4%of students and 73.6% of teachers strongly maintain that students who missed
out on teacher – student’s relationships experience stress in their life and as a result
they lack professionals (contacts) that can influence their academic development. Lack
of confidence and professional support from the teachers is a challenge that students
who missed supportive relationships with their teachers are facing. In this study, while
69.6% of students and 100% of teachers mentioned lack of confidence and lack of
professional support as a major challenge concern, only 2 students did not mention
any of the challenges. To support these ideas Buyse et al. (2009) argue that children
who experience conflicts in teacher- students’ relationships in the first grade demonstrate
lower achievement.
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Zambia
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Table 5: Suggestions to improve teacher- students’ relationship
Strategies Students Teacher
Frequency Percent Frequency Percent
Guidance and counseling 62 93.9 55 96.4
Respect one another 60 90.9 46 80.7
Caring 64 96.9 54 98.1
Team work and motivation 56 84.8 52 91.2
Maintain discipline 54 81.8 51 89.4
Professional support 48 72.7 50 87.7
Source: Researcher, 2019
The table 5 shows that 96.4% of teachers mention that guidance and counselling
are among the strategies that teachers use to improve teacher - students relationships
in public secondary schools, 98.1% of teachers also strongly mention that caring for
each other improves the relationships between teachers and students, 89.4% of teachers
suggest that maintaining discipline between teachers and students is a key to a supportive
relationship,87.7% mention professional support while 91.2% strongly maintain
motivation and team work are the essential strategies for maintaining teacher - student
relationships in public secondary schools, 93.9% of students mentioned guidance and
counselling as a strategy for enhancing teacher - students relationships in public
secondary schools while 90.9% mention respect as a key to teacher – students’
relationships (Dianat and Abedini, 2016). Supports this by saying, motivation is that
guiding principles that enable people to stay focused on the path of success regardless
of the challenges that maybe encountered. However, Fosnot (2005) supports that
students may feel more comfortable and motivated to learn when teachers make some
kind of effort to reward and encourage them, demonstrate patience during teaching
and managing behaviour.
CONCLUSION AND RECOMMENDATIONS
Teacher-student relationship is clearly known and practised in public schools in Magu
District. It can be concluded that teacher-student relationship is an essential ingredient
for promoting good academic performance of students in secondary schools. Either
absence or poor teacher-student relationship results into devastating problems among
teachers and students which in turn impede the teaching and learning process. Therefore,
poor academic performance may be experienced among students. It is the role of
every education stakeholder to develop and practise viable strategies to enhance good
and effective teacher-student relationship. The use of modern teaching methods like
discussion, debate and practicals can enhance such relationship.
Supportive interactions between teacher and students are important to students’
Journal of Research in Education and Society
Volume 11, Number 1, April 2020; ISSN: 2141-6753
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International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
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academic performance in general. Teachers, students, policy makers, parents,
caregivers and school managers should try their best to establish supportive relationships
in the learning contexts to enhance academic performance in public secondary schools.
Policy makers should work hard to establish ways in educational settings to offer
teachers the clearest information on how to establish and develop professional
relationships with students in the school. Efforts should be made by the teachers and
caregivers to instil the value and understanding of teacher - students’ relationships for
enhanced students’ academic performance. Seminars, workshops should be conducted
to help both teachers and students on healthy teacher – students relationships.
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