Given the constraints of the nearly nonexistent research information in Nigeria about teacher-student relationships and the influence it has on student learning in secondary schools, we may say that there is almost no research. The purpose of this research project was to investigate and explore the elements that determine teacher-student relationships and the effect those interactions have on student learning at a few different secondary schools in the state of Lagos. In particular, the research study responded to the research questions that were presented in the first chapter of this study.
This research study is informed by qualitative research approaches and methods, and it employs explanatory case study design within the framework of attachment theory. The data was collected through a combination of in-depth interviews, discussions in focus groups, and observations of classrooms. The population of the study consisted of fifty people who were chosen at random from two different secondary schools. These people were selected using purposive sampling techniques, which were based on a set of predetermined criteria. The qualitative data were analyzed using thematic content analysis.
The findings of the study showed that the majority of teachers and students have a common understanding and share the same sentiments regarding the fact that positive teacher-student relationships can only develop in an environment that is conducive to learning, and that motivation and communication skills are among the central key factors that enhance student’s learning in the secondary school. It was also discovered that very few students asserted that they had created poor associations as a result of the personal attitudes of their instructors while participating in classroom learning. The findings of the study indicated that the behaviors of teachers and their level of education were important factors affecting the quality of teacher-student relationships; however, the study also found that a lack of physical resources and undisciplined students were the two most significant factors.
According to the findings of the study, some teachers were unable to effectively manage the interactions that took place in their classrooms due to a lack of classroom management tactics as well as ignorance regarding the implementation of school rules and ministerial educational policies. It was also shown that teachers have an influence on student learning, and that influence can be either beneficial or bad depending on how teachers interact with students in the classroom setting. The research also indicated that using teaching methods and practices that are learner-centered could be beneficial to both the relationships between teachers and students in secondary schools as well as the quality of education that students get.
A third recommendation made by the research study is for educators to nurture and build learning environments that are quiet, enabling, and conducive to learning in order to improve teaching and learning. As a result, this facilitates enhanced academic learning for students within the context of the school setting. In addition, the study suggested that educators should remind students of the rules and regulations of the school, serve as a positive role model for students while they are engaged in classroom learning activities, and implement learner-centered teaching strategies that require students to actively participate in classroom instruction. It is imperative that the Ministry of Education give instructors with further, in-depth training on the policies, directives, and public service acts that shape and guide teacher-student relationships in schools. It is also essential to make certain that sufficient material resources are made available in order to create schools for the purpose of boosting the academic learning of children.Download Full Material-N4000