Student teacher relationship and academic achievement certificate

student teacher relationship and academic achievement certificate

influence academic performance of Victorian Certificate of Education. (VCE) Physical positive student-teacher relationships and student access to the teacher. Impact of Student Teacher Relationship on Academic Performance of Students and certification are by far the strongest correlates of student achievement in. Relationship Between Teacher Factors and Student Achievement: A .. factors which develop the interest of students in academic performance and enhance Teacher qualifications and early learning: Effects of certification.

He continued his passiveness by arguing those who did not want to learn could sit in the back and sleep.

student teacher relationship and academic achievement certificate

Both teachers and students have to value their contribution. A student has to feel worthwhile and appreciated. A teacher needs to recognize that he or she can have a positive effect on their students. A student wants to feel connected to people and to feel as though he or she deserves to be loved and respected Stipek, According to Stipek many of the students who are not doing well academically, are the same ones who have a poor relationship with their teachers.

Typically, the more they fall behind academically, often, the more this relationship is weakened. If they are constantly remains back in class, the environment and the teacher-student relationship STR begin to hold negative associations. Students who perceived a more nurturing relationship with their teachers tended to have better attitudes towards academics and often did better than their peers who lacked the same support system. Some other researches supported the idea that a good teacher-student relationship positively influenced learning.

The more connected a child feels, the more they are willing to attempt tasks and to seek help when necessary. The student who feels this sense of connectedness may want to maintain it or please the teacher by doing well in class.

However, it is the teacher who plays the greatest role in setting the atmosphere Whitaker, Whitaker argues that it is better to create the relationship that will motivate the student to behave well. School climate and culture will enable or restrict classroom instruction and student learning Stewart,since students adapt to their environment. If educators create a culture where students are expected to succeed, many often conform.

Researchers van der Westhuizen, Mosoge, Swanepoel, and Coetsee, suggest that an effective organizational culture can enhance academic achievement and lead to reduced student drop out and failure rates, effective discipline, and regular attendance. The second element is school organizational structure, which Stewart uses to describe school and class size, both found to lead to positive behavioral and scholastic achievement.

The third element Stewart explored was the schools social structure, which includes characteristics such as staff and student ethnicity, gender, socioeconomic status, teacher skill and preparation. Students with high self-esteem are more likely to be self-efficacious and set higher goals. Self-esteem also effects student socially.

Students with the high self-esteem are more likely to have positive relationship with peers as well as adults. This theory states that a strong emotional attachment to at least one caregiver is critical to personal development. John bowlby was first to coined the term as a result of his studies involving the developmental psychology. The more the attachment of a teacher will be with their student the better will be the student teacher relationship.

Similarly, the more will student achieve academically. If other person teacher have positive but student have negative interaction then relationship will be preoccupied. Most severe of this is when negative interaction is from both sides than relationship will be fearful.

In such a situation the student will not be able to achieve more in their academic life. The review begins with framework for understanding student teacher relationships, and how it can be applied to develop better student-teacher relationships.

Finally evidence concerning the stability of student-teacher relationships over time will be presented and discussed. One study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states.

The findings of both the qualitative and quantitative analyses suggest that the investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and learning, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states.

This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work.

Students with conflicted student-teacher relationships are at increased risk for academic problems such as poor grades and repeating a grade. It is therefore important to consider not only what the student brings into the classroom, but also what kind of relationship evolves in order to minimize factors contributing to lower student-teacher quality.

This study uses an attachment theory perspective to look at student teacher quality. It was a longitudinal research. Cluster analysis was used to describe results from Year 2. Results were only descriptive in nature and need to be individualized factors that may have shaped student-teacher relationship quality e.

Findings were discussed in terms of their implications for the empirical use of teacher-reported STR construct as well as their implications for the future research and training. Hoge, Another article reviews the extant research on the relationship between students and teachers in higher education across three main areas the quality of this relationship, its consequences and its antecedents.

In this article, the focus was on the higher education or university context, and on one particularly significant relationship within that setting the student teacher relationship STR. The overall aim of this paper was to provide an overview of research relating to STR in higher education. STR has emerged as an important construct in educational research within school and pre-school settings, but remains largely neglected in higher-education research.

It has also revealed that the empirical basis is less clear and comprehensive in terms of the consequences of STR for university teachers. However, it is likely that STR also affects university teachers, for example through their adoption of particular teaching practices, which in turn affects teaching quality. It was conclude that STR should be regarded as a relevant research agenda for higher education. Many studies have quantitatively pointed towards the importance of the student-teacher relationship, yet others have qualitatively described important elements or factors of the STR.

Now as a researcher my goal is to attempt to connect the dots between both types of research. This goal includes exploring the dynamics of the STR through the eyes of students into very different institutes that individually serve poverty or affluent populations. The hopes was to learn from both ends of the spectrum and to provide teachers, administrators, and teacher education departments with some tangible targets for better establishing and cultivating STR with students 1.

Moreover, the psychological well being of the student is closely related to the STR that further has an impact on the character and personality building of the student. This study will provide us to investigate the importance of STR on grades or academic achievement of students. So, we as a student will be able to apply these findings on our own relationships with teacher in order to get success academically.

Impact of Student Teacher Relationship on Academic Performance of Students - Bohat ALA

More simply put, descriptive research is all about describing people who take part in the study. This study is designed to measure the STR and its influence on student academic achievement. This means that the greater the teaching load a teacher had, the less likely they were to assist students achieve quality grades at Kenya Certificate of Secondary Education.

A complementary regression analysis was performed to identify the influence of teacher factors on Kenya Certificate of Secondary Education performance. The regression model consisted of five variables: Table 6 shows the linear regression model summary of teacher factors and performance in Kenya Certificate of Secondary Education.

This means that Bruce et al for instance stated that however experienced the teachers, without a high quality of effort, other factors alone make little difference. The results were as shown in Table 7.

From Table 7, it can be observed that teacher factors were significant predictors of Kenya Certificate of Secondary Education performance as indicated by.

The calculated p- value of 0. The teacher factors were further subjected to multiple linear regression to determine the actual influence. The results were as shown in Table 8. Table 8 shows that out of nine variables, three were statistically significant at 0. The variable of teacher qualification B.

D was significant as the calculated p- value of 0. D degree were significant predictors of Kenya Certificate of Secondary Education performance. This means that an increase in one unit of teachers with a B.

D degree will increase performance in Kenya Certificate of Secondary Education by 0.

student teacher relationship and academic achievement certificate

This can be explained by the fact that these teachers were still undergoing and were therefore not yet equipped with all the necessary knowledge and skills required for the profession. This means that an increase in one unit of the female teacher will increase performance in Kenya Certificate of Secondary Education by 0.

Without these traits therefore, the teachers are likely to impact less upon the excellence of students in Kenya Certificate of Secondary Education even if they are qualified. The argument here is that if the syllabus is not covered adequately, pupils are likely to be examined in contents they did not fully cover and comprehend, which is likely to lead to poor performance.

There is therefore a need to enforce the requirements for teachers to be available in school throughout so as to add value to the students. Further, measures should be taken to motivate teachers who have pursued further studies in order for them to have job satisfaction in their jobs in schools without always looking out for better job opportunities that will see them exit the teaching profession.

From the interviews with the deputy principals, a deputy principal of a school that excelled in Kenya Certificate of Secondary Education stated that only teachers who were holders of a Bachelor of Education degree and above were hired to teach in the school, even by the Board of Management.

In a different school that posted poor results at Kenya Certificate of Secondary Education, a deputy principal remarked that the school faced a serious staff shortage. However, due to the low enrolment of students in the school was unable to hire graduate teachers who expected to be paid high salaries.

Instead they were forced to hire Form IV Leavers who in the end failed to adequately prepare the candidates for the national examination thus contributing to poor results at Kenya Certificate of Secondary Education. From the Focus group discussions, the students described the graduates as competent, having good mastery of content and delivered lessons in an interesting way, in a different Focus group discussion the students deserved that graduate teachers were always available in school and therefore could easily be reached for consultation thus assisting them to make good progress in class.

These findings concur with those of Fatai who concluded that only teachers who are qualified, certificated, competent and of good moral standing need to be employed to teach students.

Similarly, Bruce et al. This can only be achieved by going through the necessary training. Correspondingly, Calvo et al. Teachers who were holders of Diploma certificate performed below par in comparison to their B. The interview findings correspond with the questionnaire findings of this study.

In the interview with the County Quality Assurance and Standards Officer, concurred that schools that hired undergraduates often performed poorly in national examinations. This could be attributed to the fact that the teachers failed to adequately prepare the students for examinations. His views were echoed by the deputy principals in their interviews. One deputy principal observed that most of the Form IV Leavers have few teaching skills and lacked content in the areas they handled.

They therefore added little value to the students they taught. They therefore often lacked command in class and were also not very good in communication skills.

This disadvantaged the students causing them to perform poorly in exams. He added that schools that were staffed with more experienced teachers performed better in examinations. This can be explained by the fact that experienced teachers have a mastery of subject areas and its scope, are well versed in examination techniques and take keen interest in revision and examination techniques.

Rosner concurs with the observation that teacher experience varied among teachers and had an effect on what happens in the classroom when a teacher interacts with her students. It is therefore one characteristic to consider when teaching assignments are determined. Bruce et al however are of different opinions, stating that however experienced the teachers are, without a high quality of effort, other factors alone make little difference; from the findings of this study it can be observed that teaching experience plays a crucial role in the quality of student outcomes in national examinations.

He added that the older teachers had been observed as having better people skills that enabled them engage students in activities that maximized their potential. Interviews with the deputy principals produced similar results. One deputy principal agreed that the older teachers had longer teaching experience and has enabled them to employ varied and most appropriate teaching methods that would enable students perform well in examinations.

In a different school, the deputy principal observed that most of the older teachers had the added advantage of having taught in more than one school and therefore brought on board combined strategies that would yield excellent results for the students at Kenya Certificate of Secondary Education.