Positive Teacher-Student Relationship and Teachers Experience-A Teacher's Perspective

Mr. Nasir Hussain; Bilal Nawaz; Shaista Nasir

Authors

Mr. Nasir Hussain
Bilal Nawaz
Shaista Nasir

Keywords:

teacher-student relationship, experience, confidence

Abstract

This is a descriptive study of a teacher's perspective regarding creating and maintaining a positive teacher-student relationship with the teacher's professional experience at undergraduate levels. The study is a qualitative study involving interviews with a convenience sample selected randomly. The study was carried out with a sample size of 60 teachers from universities located in Islamabad/ Rawalpindi Pakistan. Teachers emphasized the importance of positive teacher-student relationship and concluded that such relationship increases the confidence level of the students, produces mutual respect and obedience. Findings of the interview results indicated that building a positive teacher-student relationship is a time taking process; that comes with teacher's experience and it varies with the passage of time.

Downloads

How to Cite

Positive Teacher-Student Relationship and Teachers Experience-A Teacher’s Perspective. (2013). Global Journal of Management and Business Research, 13(6), 1-4. https://journalofbusiness.org/index.php/GJMBR/article/view/

Download Citation

References

Jean Baker (2006) Contributions of teacher-child relationships to positive school adjustment during elementary school. 44(3), 211-229. https://doi.org/10.1016/j.jsp.2006.02.002

Jean Baker (1999) Teacher-Student Interaction in Urban At-Risk Classrooms: Differential Behavior, Relationship Quality, and Student Satisfaction with School. 100(1), 57-70. https://doi.org/10.1086/461943

N. Bennett, C. Carre´ (1993) Learning to Teach. https://doi.org/10.4324/9780203136904

E. Bevis (1990) Has the revolution become the new religion?.

Sondra Birch, Gary Ladd (1997) The teacher-child relationship and children's early school adjustment. 35(1), 61-79. https://doi.org/10.1016/s0022-4405(96)00029-5

Paul Conway, Christopher Clark (2003) The journey inward and outward: a re-examination of Fuller's concerns-based model of teacher development. 19(5), 465-482. https://doi.org/10.1016/s0742-051x(03)00046-5

Lisabeth DiLalla, Jennifer Marcus, Maja Wright-Phillips (2004) Longitudinal effects of preschool behavioral styles on early adolescent school performance. 42(5), 385-401. https://doi.org/10.1016/j.jsp.2004.05.002

P. Friere (1990) Pedagogy of the oppressed.

Frances Fuller (1969) Concerns of Teachers: A Developmental Conceptualization. 6(2), 207-226. https://doi.org/10.3102/00028312006002207

A. Gregory, R. Weinstein (2004) Connection and regulation at home and in school: Predicting growth in achievement for adolescents. 19.

K. Gundogdu, F. Silman (2007) Teaching as a profession and effective teaching. 259-292.

Pam Grossman, Morva McDonald (2008) Back to the Future: Directions for Research in Teaching and Teacher Education. 45(1), 184-205. https://doi.org/10.3102/0002831207312906

Bridget Hamre, Robert Pianta (2001) Early Teacher-Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade. 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301

Jan Hughes, Katie Gleason, Duan Zhang (2005) Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students. 43(4), 303-320. https://doi.org/10.1016/j.jsp.2005.07.001

Michael Lynch, Dante Cicchetti (1997) Children's relationships with adults and peers: An examination of elementary and junior high school students. 35(1), 81-99. https://doi.org/10.1016/s0022-4405(96)00031-3

Jeremy Price (2001) Action research, pedagogy and change: The transformative potential of action research in pre-service teacher education. 33(1), 43-74. https://doi.org/10.1080/00220270118039

Robert Pianta (1999) Pianta, Robert C., Enhancing Relationships between Children and Teachers. https://doi.org/10.1037/10314-000

R. Pianta (2001) STRS Student Teacher Relationship Scale. https://doi.org/10.1037/t11872-000

Thomas Reio, Robert Marcus, Joanne Sanders-Reio (2009) Contribution of Student and Instructor Relationships and Attachment Style to School Completion. 170(1), 53-72. https://doi.org/10.3200/gntp.170.1.53-72

Winnie So, David Watkins (2005) From beginning teacher education to professional teaching: A study of the thinking of Hong Kong primary science teachers. 21(5), 525-541. https://doi.org/10.1016/j.tate.2005.03.003

A. Temel (1988) Teacher from the perspective of a student.

Tanner C (1990) Introduction.

Simon Veenman (1984) Perceived Problems of Beginning Teachers. 54(2), 143-178. https://doi.org/10.3102/00346543054002143

Anita Hoy, Rhonda Spero (2005) Changes in teacher efficacy during the early years of teaching: A comparison of four measures. 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007

K. Wentzel (1993) Does being good make the grade? Social behavior and academic competence in middle school. 85, 357-364.

M. Webb (1974) Feminist studies: Frill or necessity?.

Kenneth Zeichner, B. Tabachnick (1985) The development of teacher perspectives: social strategies and institutional control in the socialization of beginning teachers. 11(1), 1-25. https://doi.org/10.1080/0260747850110101